This paper explores the possibility of fashioning a queer methodology for educational research through analysis of three research studies. It begins with the question of queer visibility, asking about the ethics and utility of remaining closeted vs. disclosing one's identity. It then explores the question of researcher subjectivity and of putting oneself into the research--asking what it means to do embodied research and deconstruct one's positionality. The paper then attempt to reconfigure positivist conceptions of validity and raises some questions about topics that researchers are afraid to address.