This writing stems from many years of work and resulted in an article titled, "Disability and Diné relational teachings: Diné Educational Pedagogy and the story of Early Twilight Dawn Boy." Through exploring relational teachings of disability from my Diné community (Native Nation located in the Southwest United States), I recovered Diné ancestral stories from oral traditions. This case study explores my decisions on how I selected archives to interpret these ancestral stories and how I stayed committed to Diné voice, representation, history, and futurity as I explored the teachings of disability from a Diné perspective. The history and knowledge systems of Indigenous peoples globally have been shaped historically by hands outside their respective communities. This creates a politic of voice--who speaks, and who is privileged to be heard? This creates challenges with representation regarding the stories, histories, and knowledge of Indigenous people. Examining these politics of archives is vital to decolonizing both research and engagement with Indigenous knowledge and stories. Most important, a clear focus on why researchers should use Indigenous archives opens space for critical reflection to consider the stakes of whose voice is centered within research, what impacts arise from those choices, and what non-Indigenous researchers can learn from these commitments. From this case study, students will learn about some of the challenges I faced in choosing archives. Students also will be given some tools to examine their own positionality as researchers to critically reflect how their values shape engagement with Indigenous knowledge and communities. The values (or absence of them) that we as researchers bring to research can either compound challenges within archives or work to decolonize them. [This content is provided in the format of an e-book.]