As approaches to research and praxis in K-12 and postsecondary education are increasingly informed by interdisciplinary trans studies work, the possibilities of what a discipline of educational trans studies might look like continue to evolve. Such evolution, however, has mimicked the ways that the sectors of K-12 and postsecondary education have historically been siloed, with trans studies work within these sectors largely operating independently from one another. Drawing from the authors’ experiences as two trans scholar-practitioners who have each worked, studied, and existed in these sectors, this chapter argues that intentional solidarity at the nexus of K-12 and higher education is necessary in order to create a trans-liberatory system of education. The authors first review the ways K-12 and postsecondary education scholars have separately looked outward in seeking inspiration from interdisciplinary trans studies work, before suggesting avenues where stakeholders in each sector can look inward across siloed sector divides when working to transform educational environments into spaces that affirm trans realities. By building a bridge across the gaps that exist between K-12 and postsecondary trans studies, the authors conclude by imagining how a collective discipline of educational trans studies can serve as the catalyst for actualizing a trans-liberatory future for education.