This phenomenological study aimed to research and report the impact that LGBTQ+ educational leaders have on educational policy. The critical incident technique was used to interview five LGBTQ+ educational leaders four times in semi-structured interviews over 8 weeks. The interviews were designed to develop an understanding of how the participants’ lived experiences influenced their views on policy creation. Specifically, the researcher sought to understand the influence LGBTQ+ leaders have on educational policy, how they view their role in the creation of such policies, and the impact of policy on LGBTQ+ students. The findings of this study revealed three significant themes: (a) for LGBTQ+ leaders at the site level, there are very few, if any, opportunities to participate and influence LGBTQ+ policy at the district level, (b) when policies clearly enumerate, or call out, LGBTQ+ students the impact is far greater than just making an umbrella statement, and (c) community backlash and opt-out options are both barriers to enumerating policy for LGBTQ+ students. The implications of this study suggest that when policies are being created for equity, diversity, and inclusion of marginalized groups such as LGBTQ+ individuals, there must be LGBTQ+ voices included, it is not enough to rely on allies. In addition, to have policies that positively impact LGBTQ+ individuals, policymakers must ensure that LGBTQ+ individuals are clearly identified in the policies to avoid interpretation based on potential biases.