In this article we document our experiences as facilitators for the "Engaging All Students" professional learning community (PLC), which was implemented to help Toronto public school teachers re-engage underachieving students. These students, who are known as "marker students," are members of the school system's most marginalized groups and are identified by their schools based on cultural aspects like race, place of origin, and language(s) spoken. Along with our problematization of the naming and concept of "marker students," we also propose a queer(y)ing of the notion of culture to re-imagine how we engage students with culturally responsive and relevant pedagogy.