Gender, although widely understood as one of the fundamental organizing principles of social life and a prism through which we understand our experiences and ourselves, is rarely pondered in daily life (Dragowski, Scharrón-del Río, & Sandigorsky, 2011; Kimmel, 2011). For most people, gender is implicitly understood as a self-evident reality--a natural extension of our biology. Most of us are assigned to one of two gender categories at birth and follow the delineated and socially constructed path for that particular gender. This is the gender binary. In recent years, the underlying structures of the binary gender regime (Connell, 2009) have been scrutinized by increasing public dialogue about gender diversity. Perhaps the most intense of these conversations have taken place around the growing visibility of people who assert gender identity that is different from the gender assigned to them at birth (e.g., Baird, 2014; Bernestein, 2014; Parks, 2011; Walters, 2007). In education, this movement has been most visible via the increased attention to and advocacy for gender variant children and youth, including the extension of the Title IX civil rights law to protect transgender students from all forms of discrimination in education (Margolin, 2014). Within the world of school psychology, the recent National Association of School Psychologists (NASP) position statement titled Safe Schools for Transgender and Gender Diverse Students (NASP, 2014) stands as an important example of organizational attention to the issues and needs of students whose gender identities and presentations fall outside of the traditional gender spectrum. The main aim of this article is to provide a brief orientation to the basic terminology and theoretical issues nesting gender-related conversations, and to invite the readers to join the "Communiqué" series on the topic of gender diversity.