This paper focuses on the meaning of education for reconciliation in the context of Canadian settler-colonialism. It captures an attempt to delve into the meaning of reconciliation as an experiential process, through learning on the land with the Tahltan People. We focus on reconciliation not as a theory or political discourse, but rather as a meeting point of theory and experience. We identify and discuss four main components of education for reconciliation: Land as educator, Indigenous knowledge and pedagogy, reciprocity, and sovereignty. We argue for the need to shift from superficial and theoretical discourses of reconciliation in the classrooms to deep engagement with Indigenous knowledge and ways of living on the land.