An American Indian (Arapaho) educator portrays various levels of student response and receptivity toward teaching from an Indigenous perspective by recounting some of his teaching experiences at universities in Montana, Canada, and Australia. A class of Native students who had to negotiate for their grades in a treaty written in Arapaho and interpreted by the teacher's interpreter felt they better appreciated their ancestors' struggles. Some students that were given a quiz written from an Indigenous perspective became so frustrated when faced with a different world view that they chose to believe the test was composed of trick questions. An exercise in Arapaho language translation in a course on "Indian culture as expressed through language" elicited comments from some that it was a worthless exercise; few students were able to see that a radically different word order in a language indicates that the speakers possess different logical constructs and perceive the world differently from an English speaker. In several cases, perceived teacher deficits provided a rationale for those who did not want to consider issues presented from an Indigenous perspective that differed from their own. Non-Indigenous people have informed the teacher that his perspective is not Indigenous at all. A concluding story told from an Indigenous perspective expresses the hope that people will not become judgmental when faced with cultural differences and will listen to what Indigenous people say when invited to share their views. (TD)