In this paper I offer a queer analysis of several key moments during a Mantle of the Expert (MoE) project that resulted in Year 5 children creating performances and engaging with heightened versions of gendered femininity in their primary school. I will refer to theoretical notions of transvestism as a means of challenging the notions of binarism, and the categories of female and male and thus ask if MoE can indeed disrupt the notion of universal meanings often found within its form. (Contains 5 notes.)