Although much recent discussion has developed around the difference between lesbian and gay studies--supposedly an approach that centralizes demanding visibility, interrogating bias, and illuminating lesbian and gay presence--and queer theory--supposedly an approach more poststructurally interested in intersectionalities of difference and disturbing foundational ideas about gender, sexuality, and transgression--these easy distinctions wind up falling apart under close scrutiny, whether one is examining the history of the movements or the brief history of educational research in minority sexualities. Similar to debates over essentialism versus constructionism, it turns out that there is quite a bit of radical problematization of foundational concepts in writings from the gay and lesbian liberation movement and the homophile movement. It turns out, to a large degree, things have been queer all along. This article first briefly examines general trends and shifts in lesbian, gay, bisexual, and transgender (LGBT) and queer educational research in the past two decades. Then, the author turns to a discussion of one overarching theme--that of the place of coming out in LGBT and queer research in educational foundations. In this examination of research involving questions around coming out and space, she draws on a wide range of published research as well as some observations from her own research on queer youth. She intends these accounts to show that youth are as involved in the complexity of questions researchers ask as the researchers themselves. In a sense, the turn to queer theory has enabled a theoretical coming out for educational researchers and LGBT and queer youth alike, giving everyone a chance to examine the practices of theorization that organically develop from experience as well as highlighting the centrality of theory to research.