Arts integration in core learning domains has long been acknowledged as an engaging and effective pedagogical approach. Creative activities encourage students to take risks, make mistakes, and consider alternative perspectives, promoting curiosity and developing problem-solving capacity. Arts integration is valuable in classrooms also for sensitively addressing complex issues related to identity, race, and culture. Yet, despite the numerous academic and social benefits of the arts, contemporary neoliberal constraints are gradually diminishing funding for arts-based practices in Australia. Using an interpretive, contextualized qualitative methodology based on Indigenous Storywork (Archibald, 2008), we present research findings showcasing examples provided by Indigenous experts on the potential of arts-based practices in schools. Our Indigenous Storywork demonstrates how, through an arts-based approach, a more profound appreciation of Indigenous culture and history can create an inclusive learning environment that considers local protocols and values.