This article brings together four educators to collaboratively discuss how nonbinary representations and narratives circulate through education, especially in biology education in the context of Chile. This discussion is illustrated with an experience that began in August 2020 with a master’s course and continued with the practice of teaching biology to students in a school science classroom and to teachers-to-be at the university, both with a focus on the natural, the human, and the nonbinary features of the nonhuman. Finally, the implications of these experiences for our practice and a broader context of teaching biology are discussed.