In this study, a research team made up of Métis artists and knowledge keepers, Anishinaabe and non-Indigenous educators, and a non-Indigenous university mathematics education researcher co-designed and delivered an Indigenous cultural mathematical inquiry in a Grade 5 classroom. We explored the connections between loom bead designs and computational thinking of students using the LYNX coding platform to create and refine bracelet designs. Results indicate this investigation supported the development of (1) incremental and iterative approaches to coding, (2) testing and debugging, (3) reusing and remixing code, and (4) abstracting and modularizing. More importantly, students gained an appreciation of Métis culture and the importance of experiencing multiple cultural perspectives when learning mathematics.