This essay aims to study if, and how, The Matrix (1999) can be read with a queer perspective and how to use it in a classroom setting to further upper secondary school students to discuss transgender issues and develop their own identity. By analysing the film using a hermeneutic method and a queer perspective the results show that much of the lines, cinematography and costume can be viewed as an expression for transgender and queer. The theoretical framework is mainly related to Judith Butler’s research on doing gender and Malin Alkestrand’s concept of didactic potential. The essay shows the didactic potential of the Matrix (1999) and gives concrete examples of lines, cinematography and costume that can be used to begin conversations in the classroom related to gender, sexuality, norms, and performative gender.