This article focuses on how three dimensions of critical democracy preparation (place-based geographical knowledge, social and political awareness of American Indian history and culture, and orientations conducive to the development of personal connections with American Indians) were impacted by different instructional approaches introduced when implementing an innovative Indian Education for All education program at a K-5 school in Montana. Student-learning outcomes were measured through pre- and post-intervention tests of place-based and social/political knowledge and a short survey of personal orientations. Instructional approaches across first-grade through fifth-grade were identified through interviews and participant observation. In their own ways, participating teachers, working in partnership with Salish tribal educators, demonstrated that Indigenous education contributes to critical-democracy learning. The specific outcomes of the Indigenous-education program varied according to the different instructional approaches teachers elected to pursue. Instructional comparisons showed that combining place-based instruction with guided reflection on personal connections with American Indian people through "boundary-breaking" approaches that aim to bring about critical consciousness ignited the most impressive changes in learners' orientations. The research findings offer particularly valuable insights for teachers striving for equity and excellence in elementary schools with American Indian populations. (Contains 10 notes, 3 tables, and 1 figure.)