Using an abductive, critical-poststructuralist autoethnographic approach, I consider the ways in which masculine of centre, non-binary/genderqueer trans* identities transverse the poles of socializing binary gender systems, structures, and norms which inform higher education. In this paper, I assert that non-binary genderqueer identities are products of a particular sense-ing about gender that is reproduced and enforced in US higher education. Non-binary genderqueer identities defiantly take up space within a demilitarized zone that vacates the continuum of gender and instantiates binary genders. In particular, this autoethnography employs promiscuous and high-density theoretical analysis to determine the possibilities of resolving the breakdown presented by non-binary/genderqueer masculinities through a transmasculine critical epistemology.