We use a narrative inquiry methodology to consider tensions surrounding Indigenising school mathematics. This research takes place in a Cree bilingual school in a Western Canadian prairie province conducted with three Cree elementary school teachers. We contemplate ways that: Indigenisation and notions of success in education can be Eurocentric; what is sometimes taken-up under the label of Indigenising school mathematics can be a colonial practice that is not actually Indigenising school mathematics in ways that support or coincide with teachers' cultural identities; Indigenous worldviews are still at risk of Eurocentric colonisation; and Indigenous worldviews are complete and should not be scrutinised by the Eurocentric gaze.