At first it was just one friend, “coming out” on social media about her indigenous identity. This was followed by numerous others, who felt that in their adulthood, it was now safe to admit their indigenous heritage. This was a shock to me, because I thought the only contact I had had with indigenous peoples in Canada was through the two weeks in Canadian History class in Gr 10, when we had the “Indigenous History Unit.” When I received my acceptance letter to the teacher’s education program at the end of my undergraduate years, it became clear to me that I had to learn more about indigenous peoples in Canada, especially if I was going to become a teacher in a Canadian classroom. The Aboriginal Teacher Education Program at Queen’s University was a life-changer in that respect. I learned about becoming an ally, various indigenous cultures/practices/traditions/beliefs, issues and current challenges. I got to make my first drum, learn indigenous songs from elders and indigenous singers, and read literature by indigenous authors. I was fortunate to bump into the Pikangikum Education Authority during one of Queen’s career fairs. I was offered my dream job – being a secondary English teacher – and a chance to work on something I was quickly becoming passionate about – indigenous education. The community may be isolated, but it shows vibrant ways of living within its borders that I would never have imagined. I cherish all the memories I make within the classroom, within the school hallways and within the community with my students and other community members. It’s something that cannot be explained in words, but something that should be experienced in person. I hope the photo stories told through this platform will serve as a window to the lives of people living in Pikangikum.