The purpose of this study was to examine how administrators perceived their role in creating a safe and inclusive school environment wherein all students are accepted, able to achieve academically and remain safe. LGBT students suffer ostracism, victimization, peer isolation, excessive absenteeism and early school separation. This qualitative study interviewed seven administrators to learn what strategies were most effective, and how they were accomplished in their building. The study also used observation of school climate, and review of district documents to triangulate the data. Analysis of the findings which demonstrated patterns of behavior administrators identified to be most important to building tolerance for LGBT diversity among peers, faculty, staff and the community. Most important were the negative findings which indicated although administrators understood their role in building tolerance for LGBT students, many were unable to articulate or document policy necessary to achieve a safe and inclusive school environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]