This reflective story presents and speaks to my lived experiences of implementingUcwalmicw good ways and holistic, practical, relevant, and experiential practices ofIndigenous pedagogy in my teaching practice in the University of British Columbia'sTeacher Education program's mandatory EDUC 440: Aboriginal Education in Canadacourse. As a sessional instructor, I am guided by specific principles that serve to sustainmy Indigeneity within mainstream classrooms, namely mobilizing Indigenous knowl­edges, living and working from an Indigenist/Ucwalmicw centre, and trusting againin our Ucwalmicw ways. From these standpoints, I make explicit the significance ofbeginning and proceeding in a good way towards not only the education of First Peo­ples but also towards building respectful relationships between First Peoples and set­tlers in Canada. I present herein the importance of and purposes behind engaging withprotocols and preparatory processes when coming together to seek and share knowledge.I provide examples of Indigenous pedagogies that facilitate the creation of safe envi­ronments in which to discuss the often difficult topic of First Peoples' and settlers'shared histories. I have observed how, for teacher candidates and most other students,coming to know First Peoples is best facilitated through engaging with Indigenousways of coming to know, because they centre on building and sustaining respectfuland harmonious relationships.