Drawing from gender and queer studies, this article argues for reimagining empirical research as inclusive of the experiences of transgender and gender-minoritized communities hitherto silenced in prevailing dominant discourses of heteronormativity and the construction of gender in education. Specifically, I interrogate the influence of positivism in reinforcing a heteronormative belief system in educational research, which exacerbates challenges with data collection, analysis, and reporting for gender nonbinary populations. I also explore alternative practices within empirically based studies and offer possibilities for inclusive methodological practice with implications for how we produce knowledge about and understand gender issues in education. The following implications for practice are discussed: (a) using mixed-methodological approaches in gender identity research; (b) capturing experiences of gender using non-normative indicators; (c) exploring nonparametric statistical techniques; (d) repositioning trustworthiness in scope and generalizability through study limitations and transparency; and (e) advocating empirical research, including narrative-inquiry supported by quantitative measures.