While tribal educators rightfully search for ways to address the global warming and climate crisis using sustainability initiatives, people should also be cautious. They risk colonizing, exploiting, or commodifying the "green" dimension of the climate and energy crisis. By centering and privileging Indigenous knowing that assumes a nurturing, kinship, conversational, and collaborative relationship with a living earth and sky in learning situations, people can generate culturally appropriate and alternative ways to think and act on the sorts of contradictions that, for example, bottled water engenders. Viewing water merely as a commodity or air as utilitarian violates one's sense of the sacred. This article discusses three ways to counter the colonization of green: (1) Indigenization; (2) Indigenous knowledge construction; and (3) critical lens making. Together these practices can provide meaningful and life-sustaining skills and competencies for students.