In a case study of a Canadian urban high school, with mainly Aboriginal students that were non-traditional learners, teachers reported that student-centered learning within a culturally-responsive atmosphere contributed to educational success. The school and teachers provided wholistic, experiential, and relational instruction, deeply-steeped in Aboriginal culture and epistemology. This manuscript presents the teachers' strategies. Their approach was a traditional Aboriginal pedagogy that was also congruent with 21st-century teaching and learning. The strategies included multidisciplinary project-based pedagogy, collaborative learning communities, and student-centered learning that was both practical and relevant to their students. The decolonized pedagogy dramatically improved attendance, credit completion, and graduation rates. This study is timely and can provide guidance to government leaders and educational policymakers to improve educational attainment levels not only for Aboriginal students but potentially for all students.