Cisgender researchers can and must take action against transphobia within our spheres of influence (Knisely, 2023; Zimman, 2021). However, these processes, while necessary, can be fraught and problematic. Trans scholars have challenged the exploitative, cisnormative, and appropriative nature of much academic research by cisgender people on transgender people (Radi, 2019). How can cisgender researchers engage in the necessary work of opposing cissexism in our discipline, and can we do so without perpetuating a cycle of epistemic violence? In this paper, I offer critical reflections as a cisgender researcher on designing a research project on the language learning experiences of non-binary youth, grounded in scholarship by trans thinkers (Keenan, 2022; Nicolazzo (2017)), and collaborative research methodologies (Jourian & Nicolazzo, 2017; Mayo, 2017). I first discuss my own positionality as a cisgender individual. I then present three insights into what cisgender positionality means and the implications of these for researchers in Applied Linguistics. First, cisgender positionality means having limited personal experience with gender as complex and multidimensional, which requires nuancing how we ask questions related to identity, socialization, language, and embodiment. Second, cisgender positionality means being positioned as epistemic authorities, which necessitates deliberately centering participants as experts and analysts of their experiences. Third, cisgender positionality means benefiting from unearned privilege, which compels us to design research that directly benefits trans individuals and communities. Finally, I propose a critical self-reflection protocol for cisgender researchers for engaging ethically with trans participants.