School social workers can serve as valuable supporters of lesbian, gay, bisexual, and transgender (LGBT) youths in the public school system by providing services aimed to improve school climates for all students. This article describes a qualitative study that examined gay and bisexual adolescent experiences with peer support using a phenomenological inquiry approach. Five themes related to peer support emerged from the data: (1) peers are an important source of support for LGBT youths in word and deed; (2) LGBT youths fear judgment from non-LGBT peers; (3) not all peers are supportive; (4) gay-straight alliances serve as a form of peer support even when students do not attend; and (5) LGBT adolescents seek support online. Several implications aimed at improving the school climate for all students as well as study strengths and limitations are discussed. Specific recommendations include offering interventions aimed at improving affective empathy among the student body, offering traditional support groups for LGBT youths, recruiting and training peer allies, and connecting LGBT youths to adult role models.