Histories are important, and as such this article begins with a look into how the ClimeTime network, a Washington State science education network, came to learn from (and with) Indigenous partners to design climate education that honors Native climate expertise. The article focuses first on grandmother and mother networks, listening sessions, local histories, and the relational commitments that ground this work. Then, to show how this work spread across the network and is unfolding, we offer one long case study of what is happening at the Tribal School Chief Leschi, followed by several shorter examples to create a more complete image of how non-tribal classrooms and teachers are also being guided to take up this work. Together the examples offer a much-needed vision of how to design climate learning that honors the different types of Indigenous Knowledge and practices our youth and world need.