In recent years, natal males' assertions of being girls born in the wrong body have been unwelcome in elementary scholastic contexts. Several reasons call for individuals who teach or plan to teach young children to know about boy-to-girl (B2G) performance counternarratives. First, there is increasing visibility of B2G lives among elementary schoolchildren. Second, B2G performance counternarratives have empathetic impact with the potential to reshape educators' views regarding schoolchildren's embodiment and sexuality. Third, B2G performance counternarratives are increasingly present in children's literature. Collectively, these reasons contribute to a "queer-eye pedagogical stance" capable of fostering empathy for B2G perspectives. This discussion on B2G performance counternarratives is the result of a three year examination. The 28 children's picture storybooks put forth convey a range of B2G lived experiences--some of which feature classroom teachers. Ideally, these narratives--lived and in literature--will position actual teachers to become responsive to B2G schoolchildren in physical classrooms.