In this article, Sara Staley presents a conceptualization of "stuck" places in the field of gender and sexual diversity educational research. She argues that in the process of pursuing complex questions about preparing educators to disrupt the cis-heteronormative context of schools, the field has created a master narrative in which the same dilemmas seem to arise. She draws on patterns of repetition in the literature to point to three tools that specify how the field has tried to manage and control the problem of cis-heteronormativity and the role of teachers therein. Critically reflecting on her own experience, she considers how embracing the impossible aspects of questions about teaching and the study of oppression might open up generative possibilities for moving through the stuck places in which educational researchers find themselves.