Through the analysis and discussion of statements from students' assignments in arequired language and literacy development course, this article explores white settlerpreservice educators' views of Indigenous English, a variety of English spoken byFirst Nations and Metis in Saskatchewan. In these reflective assignments, studentsreport childhood and school experiences that that they understand as having informedtheir negative views of Indigenous English. As a result of course information thatcritically influenced their views of this English language variety, they also report feel­ing concerned with how ethically and democratically to negotiate language variationin their own future classrooms.