In this paper Dr. Trudy Cardinal shares stories of her experiences teaching literacy for 13 years in an Elementary classroom and the shifts that she made in her thinking about literacy in an Indigenous context. She draws on work she was engaged in as a professor in Elementary education where she came alongside undergraduate students to create experiences that encouraged a coming together, in conversation, to begin thinking about what was done in classrooms to nurture literacy learning of all students, but especially for the youngest literacy learners.