As an Aboriginal educator, teaching Aboriginal students has, over time and very simply, become the author's focus, passion, and life's work. Her life's journey as an Aboriginal educator, through service to others, has been professionally and personally fulfilling, and is yet evolving. For instance, as her intertwined educational and life's journey progresses, she become more aware of the magnitude of wrongs that exist in the history and in the ongoing legacy of Aboriginal education in Canada. There is no doubt that these wrongs and deleterious effects are still evident today. These effects are most quantitatively and visibly demonstrated by the gap between Aboriginal and mainstream high school student graduation rates, post-secondary attendance numbers, and high unemployment figures among Aboriginal populations in Canada. As an Aboriginal woman whom the teaching profession has chosen, one of the critical wrongs that she is attempting to change, through her past, present, and future actions, is the legacy of residential school Aboriginal education. This article describes her journey through a series of stories that work within the First Nation paradigm of "The Seven Teachings." The purpose of the journey, or "itohtêwin," is not about the finished product, as her story does not necessarily follow the pattern of the traditional academic university thesis. Through the narrative inquiry that is framed around her experience, the nature of story and "The Seven Teachings," she discovers, reflects, and discusses the process of finding her own fit as an Aboriginal woman and educator. In her thesis she also writes of the challenges inherent in the journey of being an Aboriginal teacher whose main purpose is, through "miyopimatisowin," which means practicing a good way of living.