The widespread adoption of restorative practices (RP) in U.S. schools to address inequities has been significant. However, the existing literature on RP lacks research measuring its impact on genderqueer students. This study explores the experiences of genderqueer students in Grades 3 through 12 compared to cisgender students in a school district implementing RP, focusing on RP circle experiences (N = 1,751). Our findings indicate that genderqueer students face more discrimination and lower levels of belonging, respect, and adult support compared to their cisgender peers. They are also less likely to feel heard or safe during RP talking circles. Stemming from these findings, the article concludes by discussing implications, such as advancing LGBTQ critical consciousness for RP circle facilitators; facilitating circles utilizing principles of anti-oppression; hiring and retaining critically conscious administrators, educators, and staff who identify as genderqueer; gathering school climate data that specifically ask about microaggressions and discrimination; facilitating restorative conferences between impacted gender students and offending adults; and addressing discrimination through a multitiered system of support framework. We hope that our findings and implications assist those educators with a heart for social justice to implement RP circles with a more equity-centered, radical approach that more intentionally promotes inclusive school climates for genderqueer individuals.