In recent decades, there has been important growth in queer and trans studies in educational research, with independent subfields emerging in K-12 and higher education. Though scholars in each area have generated valuable knowledge, these subfields have developed in parallel rather than in conjunction, with each subfield having its distinct foundational literature, methodological and theoretical traditions, research questions, premier research journals and conferences, and so forth. Although this trend has helped build knowledge about educational experiences in K-12 and higher education separately, it has also resulted in disconnects, redundancies, and gaps in the larger field. The edited volume sought to intervene by bringing together a range of emerging and established scholars in K-12 and higher education research who focus on queer and trans studies. It features groups of scholars from across these two subfields collaboratively writing to address knowledge gaps and how to bridge them. This introduction describes the state of queer and trans studies in education and offers an overview of the chapters to come. This edited volume emerged from a two-year collaboration among K-12 and higher education queer studies scholars, and the chapters in this volume came from those conversations. The conversations, collaborations, and thinking that took shape during that extended, intensive collaboration gave rise to the pieces included in this volume.