In this article, the author seeks to assemble moments--scholarly, popular, and aesthetic--in order to explore the possibilities that emerge as moments collect in education's encounters with the needs, struggles, and possibilities of transgender lives and practices. Assembling moments, the author argues, illustrates the value of "moments" as signifying both a time period and a gathering momentum. Moments, the author argues, come to inform history, become part of history, and when assembled, allow contemporary education to gather around complex and complicated issues and affects to teach toward justice in our digital and non-digital worlds. Assembling moments, as a method, the author looks to offer a form of criticism associated with "positive habits" that allow scholars to assist in protecting and caring for the ongoing (and emerging) vulnerabilities faced by transgender individuals by focusing on moments past and present in order to construct a future.