The 50th anniversaries of the Stonewall riots and my entry into the field of early childhood education prompt me to reflect both on the initial years of my activist and professional life and on these, the final ones. Feeling historical, increasingly connected to both the past and the future, I am discomforted by traditional notions of legacy, weighted down as they are with commitments to social and biological reproduction. In this essay I propose a new understanding of legacy, one is generative rather than reproductive, less about trying to shape the future and more about accepting its unknowability. Reimagining legacy as something ethereal, more queer if you will, I embrace its potential for provoking educators to examine their pedagogical intentions and raising heretofore unthought possibilities.