This paper privileges the voices of Indigenous Elders and Knowledge Holders. Since time immemorial, Indigenous Elders, whether in a Canadian or global context, have been at the core of teaching and learning and have had the responsibility of transferring knowledge. However, their role in the transmission of culture has been undermined by the destructive impact of colonialism. Drawing on Indigenous memory knowledge as a theoretical framework, this paper shows that Indigenous Elders are essential to teaching and learning, in both formal and informal learning environments, and are at the foundation of Indigenous epistemologies. This paper also speaks to situating Indigenous ways of teaching and learning within schools through engagement with these Elders and asks how education could be envisioned in this way. Finally, this work reflects on, and reconceptualizes, what it means for Indigenous youth to be able to live "in wellness" as they navigate and negotiate the school system.