Contextualized through the lens of place, this essay explores intersections and tensions among queer theory, teacher education, and identities/identifications, which looks to the author like a particular way of looking at curriculum, pedagogy, and the self. Since the three general concepts are intertwined and irreducible, the author's particular situation allows her a queer glimpse even as she looks for "queer(ness)". This article presents a snapshot, reflections of a semester in the life of a queer curriculum theorist engaged in teaching teacher education and queer courses in the same semester on a university campus in the South--not the first such configuration to be sure, but one profoundly provocative for the author as lesbian, teacher, and researcher. In this autobiographical feminist narrative research, she considers her queer academic life from the perspective of an "out" lesbian teacher education and queer studies teacher, a perspective that may at first glance seem oppositional. She suggests there is less opposition than opportunity for honest engagement and making meaning. The author draws from a variety of works that include Rodriguez and Pinar's (2007) "Queering Straight Teachers: Discourses and Identity in Education", which contains essays about discussing queer issues in curriculum and education classrooms. Suzanne Luhman (1998) and Deborah Britzman (1998b) both take up questions of queer pedagogy, and Janet Miller's (1998) "Autobiography as a Queer Curriculum Practice" helps the author do the autobiographical work necessary for conducting her search, of interrogating the process. She also draws from her own work on place, particularly the American South, as contested site of social, cultural, and political contexts for curriculum and education. (Contains 3 notes.)