Through the methodology of storytelling, this article discusses both the challengesand successes of bringing Indigenous Knowledges into an anti-oppressive school ofsocial work. All the writers reject the status quo of presenting primarily Eurocentricworld views in the academy and provide resistance strategies to ensure space forIndigenous Knowledges. The Aboriginal authors share personal stories—and theemotions arising from these—to highlight how their identities have been shaped andstrengthened by their experiences in the academy. They also emphasize theimportance of forming alliances among one another and with the local Aboriginalcommunity around them and the administrators in their school in order to further thegoal of bringing Indigenous knowledge systems into a university setting. Thenon-Aboriginal student who contributes to this article brings to our attention theimportance of learning about the history of colonization, strengths of Aboriginalworld views, and forming of alliances with Aboriginal communities for all educatorsand students. The article concludes with several successful strategies that have beenimplemented in this particular school of social work and recommendations that coiddbe followed by all programs of study at all levels of education.