In this article we consider the potential of engaging the First Peoples Principles ofLearning document in Teacher Education in support of the TRC's Calls to Action.Appreciating the need for Indigenous pedagogies in Indigenizing K-12 curriculumin furtherance of the Calls to Action, we consider the contributions and complexitiesof engaging this document developed by Indigenous teachers and knowledge holdersin British Columbia. Through working with Archibald's Indigenous Storywork andIndigenous scholarship, we highlight the complexity of the colonial context of thiswork. Ultimately, we find that the complications are generative and we discuss anapproach to this document that supports the Calls to Action through ethical and re­lational priorities.