The spatial experiences of transgender and gender non-conforming ("trans") people continue to occupy the margins of geography, especially compared to the amount of work centred on lesbian and gay lives. Though research on trans geographies in educational and health settings is expanding, most literatures stem from the USA. This paper shares findings from a study about the experiences of trans people who study and/or work on a specific university campus in northern England. Our findings demonstrate how particular spaces of the campus are generative of interactions which enable micro-aggressions and misrecognition. K E Y W O R D S feminist geographies, higher education, Northern England, qualitative interviews, trans geographies, university campus 1 | INTRODUCTION In this paper, we explore the experiences of transgender staff and students on a university campus in northern England. University campuses are sites of meaningful encounters (Andersson et al., 2012) and those who identify as transgender and/or gender non-conforming are some of the most marginalised students on campus. We contend that it is important to give voice to the experiences of transgender staff and students and we set out to do so in this paper. We offer a brief introduction to debates about transgender geographies before setting out the Foucauldian and queer perspectives framing our research. We then detail findings according to the three spaces in which trans students and staff felt most marginal: bathrooms, residential accommodation, and spaces of learning and conviviality. A final part of the paper summarises how campuses may be made inclusive of trans people. 2 | TRANS GEOGRPHIES OF THE CAMPUS British anti-discrimination laws have only been extended to trans people during the past decade, partly thanks to Press For Change and similar advocacy groups (Mitchell & Howarth, 2009). There remains no Census data on the trans population in England, Wales, and Scotland but estimates suggest there are anything from 65,000 to 300,000 trans people in the UK. A 2014 survey of 4,000 lesbian, gay, bisexual, and trans (LGBT) students by the National Union of Students highlighted that only 20.6% felt "completely safe" on campus, while a third had suffered bullying and 56% considered "dropping out" (Acciari, 2014). In June 2019, the Metropolitan Police confirmed a doubling of hate crimes against LGBT people in the past five years in wider society (Marsh et al., 2019). Historically, universities have been seen to provide people with an opportunity to experiment with alternative gender and/or sexual identities away from constraints of "home" and school (Marine & Nicolazzo, 2014). However, Formby (2015) posits that there remain few qualitative studies that detail the specific challenges faced by trans students and staff in the UK. Research on trans lives is usually US-centred (Ullman, 2018) or situated alongside "sexual minorities" (Ellis, 2008).