Physical education, or HPE, is arguably a very queer space not only in the daily practices between students and teachers in schools but also in the broader field. This paper explores theoretical interactions with the HPE field in terms of the development and employment of queer theory, and links between associated sexualities and pedagogy research in HPE. I begin by (not) defining queer theory, its emergence and development. In short, I argue that the absence of queerness in HPE is very queer indeed! I address some of the significant fields of (non)influence dominating or marginalized in HPE research before identifying potential shifts to imagine what a queer pedagogy of movement or physical culture might look like in HPE as a point for further debate.