Based on a series of seemingly serendipitous experiences that occurred for the author, this article argues that such experiences can become events with meaning and provide the impetus for further learning (Dewey, 1925) if the learner develops a reflective practice and recognizes the role and relevance o f learning from experience. As a result of these incidences, van der Wey examines the pedagogical implications for classroom practice. Beginning with a narrative of her experiences on the grounds of the former Kamloops Indian Residential School in British Columbia, the article then details van der Wey's classroom research using qualitative methodology (journal entries, par­ticipant observation, and a focus group interview) involving parents and students that evolved as a result of those experiences. She adds a cautionary note that although experience may well be the foundation of learning, it does not in itself lead to it; there must be active critical engagement with it. The author closes with her argument for the teaching of sensitive First Nations issues in a non-Native classroom and lays out important considerations if a teacher wishes to undertake a similar practice.