Through this article the author extends the study of the curricular body and mothering curriculum initiated by Stephanie Springgay and Deborah Freedman with a study into the embodied experiences of gay men living with HIV. In the first section, the author focuses on difference as embodiment before and after HIV in order to craft analytic frames of reference for encounters with the self and others. This is unwritten with a focus on "touch" and "space" as two key lenses for embodied knowing. In the second section, understandings of encounters are extended to the m/othering curriculum and ethical relations concerning nurturing and alienation. Each section is supported through data from three participants who shared their views on embodiment, touch, and space as a way to ground these theoretical ideas in the lived experiences of gay men. The author closes with the idea that in the future of curriculum studies, the unknown needs to be thought about as ways of knowing and processes of becoming are always already underway and also incomplete.