This monograph explores the progress being made on American college campuses, particularly four-year colleges and universities, through the lens of change in the time since the Stonewall riots happened in June 1969. Frequently heralded as the opening salvo in the war against oppression of bisexual, gay, lesbian, and transgender (BGLT) people and communities, the riots coincided with a new era when BGLT students were emerging to claim their rightful place on campus and to advance agendas of greater recognition and acceptance. Since that time, people have come to know a great deal about the ways that BGLT students develop and grow and, accordingly, to create services and programs to empower them in their quest for belonging. It has, like the movement itself, been a gradual process of defining and refining people's knowledge and in turn the policies and practices that foster belonging. It has not been a straightforward march but instead has been characterized by a persistent willingness to ask and answer vital questions about who BGLT students are and what their presence asks of those in the academy. This monograph attempts to reveal new insights about the future of BGLT students by examining their past and by exploring how students who were once living in the shadows came to find one another and to foment campus movements. It asserts that as student affairs administrators and policymakers alike understand how young adults grow and change in their sexual orientation, gender identities, and senses of self, they can then create environments that support those changes. Examining the journeys taken by transgender and other gender-variant students as they come to grips with the realities of campuses typified by genderism also leads to an understanding of how forward movement in these students' quest to belong has been hampered by systemic obstructions. Taking stock of the current status and future direction of BGLT campus resource centers gives a framework for thinking about the importance of community and solidarity on campus. And, finally, considering how each of these factors can be thoughtfully integrated shifts the dominant discourse from "helping BGLT students" to "transforming the campus." It is in a recommitment to this transformation that the promise of the Stonewall movement--full and complete inclusion of BGLT people in every aspect of contemporary society--can and will come full circle in the academy. (Contains 2 figures, 2 exhibits and name and subject indexes.)