This study investigated Queer high school students' participation in the teaching of mathematics for social justice. The goal of this research was to introduce the TMSJ to Queer students and understand their experiences with this type of teaching. This study is centered on the transformative paradigm using a poststructuralist approach. Therefore, knowledge about oneself and the world is the product of discursive constructions. Queer, Critical, and poststructuralist theories guided the design of this study; however, their discussion is omitted in this paper due to space limitations. In addition, a TMSJ framework was implemented in a three-lesson experiment about the injustices Queer high school students go through in schools. Through qualitative analysis using inductive coding and thematic analysis, findings show that Queer high school students see a great value in the TMSJGS and had a positive experience with the learning of math. However, efforts are still needed to make this teaching successful in current schools. [For the complete proceedings, see ED658295.]