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Aim/Purpose The purpose of this article is to outline a pedagogical framework we as trans* educators utilize to center trans* identities and epistemologies in classrooms alongside graduate students. Background Little has been written about the experiences of trans* educators in classroom spaces, in particular how gender mediates pedagogical approaches. Methodology This article is conceptual in nature, and as such, does not draw on any particular methodology. Instead, we draw from our ongoing experiences as trans* educators in the classroom. Contribution Due to the lack of theorizing or empirical work about trans* educators in classroom spaces, this article serves as an entry point into thinking what we as authors describe as ‘teaching trans*.” Findings This article is broken into three theoretical components: teaching as trans*, teaching about trans*, and teaching with trans* epistemologies. Recommendations for Practitioners Through this article, we as authors encourage practitioners to be aware of how gender is always already present in all spaces, including in classrooms. Thus, it becomes incumbent upon practitioners to use expansive notions of gender through pedagogical strategies, materials, and praxis. Recommendation for Researchers This article promotes a deeper understanding of how one’s gender identity, expression, and/or embodiment mediates and can enhance classroom teaching. While this article starts to address an under-theorized and under-researched area of study, more should be done to address how gender influences pedagogy.

Teaching Trans*: Strategies and Tensions of Teaching Gender in Student Affairs Preparation Programs