Evidenced by the lack of research considering queer students, mathematics education researchers are continuing to marginalize the experiences of queer youth and the only resolution is to center the queer student experience in the mathematics context. To accomplish this, I choose to dwell in the borderlands between queer theory and mathematics not only to challenge the border between them, but also to push on the borders of mathematics education research. In order to do so, I offer ways in which mathematics education researchers can take a queer turn in mathematics education research by generating queer curriculum, engaging in queer pedagogy, and queering mathematics content. [For the complete proceedings, see ED583608.]