Through personal narratives, pre-service teachers recount their experiences from a course based in Indigenous pedagogy within the Faculty of Education at the University of Victoria. These narratives were drawn from the assigned daily reflection journals of pre-service teachers. They highlight how their personal understandings of teaching and learning were transformed. In the context of a Lekwungen and Liekwelthout pole carving course, they developed a deep understanding of the Indigenous concepts of "Celhcelh"--the development of a sense of responsibility for personal learning within the context of a learning community; "Kat'il'a"--the act of becoming still--slowing down, despite an ingrained and urgent need to know and desire for busy-ness; "Cwelelep"--the discomfort and value of being in a place of dissonance, uncertainty and anticipation; and "Kamucwkalha"--the energy current that indicates the emergence of a communal sense of purpose. The writers share their personal reflections of these concepts and how they affected their views of teaching and learning.