This paper reports findings from a study examining pre-service teachers' perceptions of Indigeneity and literacy in a literacy teacher education course. In 2015, the new British Columbia K-9 curriculum was implemented with a focus on integrating Indigenous perspectives into the curriculum in thoughtful and meaningful ways. This includes an emphasis on exploring the histories, experiences, values and knowledge associated with Indigenous ways of life (Deer, 2013, p. 177). As a result, teacher preparation programs have been called on to rethink the ways in which they prepare future teachers. Pre-service teachers were invited to write critical reflections following multiple curricular activities which aimed at bringing attention to Indigenous perspectives and ways of knowing in a language arts context. The journal entries demonstrated that pre-service teachers developed broadened conceptions of literacy as a practice, refined their pedagogies, and demonstrated emerging confidence in integrating Indigenous perspectives into their future classrooms.