Following the Truth and Reconciliation report and Calls to Action, there has been aconcerted effort within Canada to Indigenize the academy. This effort is taking placewithin administration, research, and classroom settings, and with community partnersacross multiple disciplines. The application of these practices and policies often appearsto be a token response rather than one achieving meaningfid change. Through the useof focused auto-ethnography, we discuss our decolonizing pedagogical approach withinpost-secondary classrooms in health sciences, humanities, and social sciences with In­digenous and non-Indigenous students. We propose that relational learning can leadto reconciliatory actions in the classroom.