“Intersectionality” is a powerful analytic lens through which psychologists can consider how multiple forms of marginality and privilege shape the lived experiences of all individuals and social groups (Shields, Settles, & Warner, this Handbook). Critical, multicultural research (Cole, 2009), teaching (Case, 2016), and practice (Shin, 2015) have illustrated the tremendous capacity of intersectionality to inform feminist, antiracist, queer, and other forms of social justice-focused psychological work. Whether conceptualized as a paradigm (Hancock, 2007), analytic disposition (Cho, Crenshaw, & McCall, 2013), methodology (Bowleg, 2008; Syed, 2010), and/or politics (Collins, 1998), intersectionality is increasingly considered an invaluable tool for psychologists across the discipline whose work addresses systemic inequalities and complex social issues (e.g., Parent, Moradi, & DeBlaere, 2013). But intersectionality studies can also inform how we understand psychological science itself, including the ways in which scientific knowledge about behavior, cognition, affect, and mental health is produced, practiced, disseminated, and transformed by intersecting dimensions of difference and inequality. Through an interdisciplinary approach to the sociology of psychological knowledge (i.e., thinking through the ways in which knowledge production in psychology is fundamentally a social and political process) (e.g. Collins, 2015), this chapter explores intersectionality’s capacity to highlight, critique, and transform the social construction of psychological knowledge and practice. After contextualizing intersectionality studies and its emergence in psychological research, I turn to three interconnected sections that foreground the concepts of power, knowledge, and process to illuminate intersectionality’s implications for generating, practicing, and critiquing psychological science. While the discussion here foregrounds the production of psychological research, I also point toward the potential consequences of intersectionality theory in other areas of psychologists’ professional lives, including teaching, psychotherapy, and advocacy.