This paper presents that a queer reading of failure might propose opportunities to re-think the affective-political practice of doctoral writing. It examines data from one case in Aotearoa New Zealand to elucidate how a doctoral student negotiates ‘failure’ in relation to their writing practice and identity. While higher education researchers have tended to interpret failure as something to evade, or learn from in the pursuit of normative success, queer research presents us new pathways into analysis. This paper claims that we can recognize ‘writing failures’ as possible modes of being and becoming doctoral. Despite being frequently associated with affective practices of guilt, shame, and disappointment, failure might also open onto alternative feelings such as relief, joy, and satisfaction. Finally, the paper asserts that queer concepts might assist higher education researchers to interrogate normative framings of failure, and to glimpse alternative possibilities for grasping ‘success’.