This article discusses the implications and complexities of Canada's multicultural policies for aboriginal students in its post-secondary education systems. The author, a Pakistani-Canadian multicultural educator, interviewed an Aboriginal-Canadian multicultural educator, to discuss the cultural differences, divisions, and resistances between immigrant and aboriginal perspectives on multiculturalism. What emerged was an examination of belonging, of cultural identity, and of learning and sharing through stories, which is presented here in narrative form. Rather than offering solutions of suggestions for change, this attempts to offer a bridge of understanding--so that Canada's immigrant and aboriginal cultural minorities can learn together, how to support each other's voices in the multicultural discourse that informs political and educational policies. (Contains 1 note.)