Where does the work of de/colonizing preservice teacher education begin? Aboriginal children's literature? Storytelling and theatrical performance? Or, with a paradigm shift? This article takes up some of these questions and challenges, old and new, and begins to problematize these deeper layers. In this article, the authors explore the conversations and counterpoints that came about looking at the theme of social justice through the lens of First Nations, Métis, and Inuit (FNMI) children's literature. As the scope of this lens widened, it became more evident to the authors that there are several filters that can be applied to the work of de/colonizing preservice teacher education programs and the larger educational system. This article also explores what it means to act and perform notions of de/colonization, and is constructed like a script, thus bridging the voices of academia, theatre, and Indigenous knowledge. In the first half (the academic script) the authors work through the messy and tangled web of de/colonization, while the second half (the actors' script) examines these frameworks and narratives through the actor's voice. The article calls into question the notions of performing inquiry and deconstructing narrative.