Engaging in pedagogy for decolonizing as a theoretical approach to Indigenous education with adults raises questions and tensions, particularly when individual student experience and structures embedded within colonial relations of power trouble one another in unpredictable ways. In this article, the authors use duoethnography to explore experiences with pedagogy for decolonizing in a mandatory doctoral course in a Faculty of Education. As a student presenter, Brooke facilitated the pedagogical encounter that centered a sharing circle in which Heather participated as a student. Together, they explore four complexities that arose through this teaching and learning encounter: (1) student voices presenting numerous multifaceted experiences and locations, but without necessarily linking experiences to relations of power in critical ways; (2) the context of the learning community, activity, and dynamics between students erecting perceived constraints on what becomes ''sayable and doable'' (Orner 1992, 81); (3) predicating the activity on a binary (Indigenous=non-Indigenous) that may not adequately account for the identities of all students; and (4) recognizing the possible limitations of pedagogy, as well as accounting for the possibility of generative learning from those very limitations.