Current research on gender and educational leadership focuses exclusively on women, making men the invisible gender. Critical Black feminist scholars have pushed work on women and educational leadership further by bringing intersectional identity into the discourse, but the research still describes women as monolithic. New critical work in feminist, transfeminist, and queer theory expands on existing work about gender identity. These theories bind gender, sexuality, and race together to form messy, complex notions of gender that have been created through socialization as opposed to biology. Bringing the work of critical gender studies to bear in educational leadership, this article proposes a new framework to analyze and study gender and educational leadership: the human voice. Guided by 4 tenets--(1) authentic vocalization of knowledge and feeling; (2) all gender is socialized; (3) the mess of gender discourse; and (4) queering essentialized gender notions--this article proposes a new agenda for studying gender and educational leadership research.