While attempting to develop authentic, practice-led inquiries into identity, queer students face unique issues. They often need to consider questions of community and frequently find themselves with one foot outside of the academic environment. Many also have to carefully consider the implications of declaration, and the management of trust. This paper discusses some implications of working creatively with queer designers in a postgraduate environment in a New Zealand University. In doing so, it considers certain formative issues impacting on queer students generally. It then reflects upon the research journeys of three candidates and the construction of culturally responsive, creativity supportive research environments developed to support their research.