Evidence shows that marginalized students reach higher levels of success and empowerment in mathematics courses when role models from their own cultural communities participate in the classroom experience. Discourse, respect, and collaboration are highly valued in Lakota culture, so it is natural to include these protocols in the normative culture of the learning environment. Relevance is always crucial in mathematics education, especially when the standardized text books and curricula often omit specific examples of the mathematics of indigenous people, or ethnomathematics in real life. We instructors need to find ways to make mathematics come alive for our students, so they can see that the world of mathematics is vibrant, accessible to everyone, and always developing in new and exciting ways. Mathematical thinking is something that all of us humans do! Exploring that fact with our students leads to improved mathematics learning, depth of knowledge, empowerment, and satisfaction for all involved.