The primary purpose of this study is to understand gender diverse individuals’ accounts of their experiences of school and to interpret these experiences under the influence of deconstruction. A second purpose is to take up these experiences to inform a model of gender-inclusive education. Eight gender non-binary adults participated in both a semi-structured interview and a focus group session; they shared their gendered experiences in K-12 schools and offered suggestions for gender-inclusive schooling. Data analysis included open-coding, inductive methods and a Derridean deconstruction analysis. Findings showed that participants felt little sense of belonging and safety in school and working toward gender justice requires educational outreach (about gender writ large and gender diversity) to all members of a school community.