Within Canadian science classrooms, Indigenous ways-of-knowing and ways-of-being continue to be underrepresented and undervalued. For Indigenous students, this often results in negative experiences and disparate achievement rates when compared to their non-Indigenous classmates. Recent decolonizing science education literature suggests critical examination of Eurocentric systems and modes of thought that uphold and reproduce (neo)colonialism within classrooms alongside the integration of Indigenous perspectives into curriculum. Extending Belczewski's (2009) conception of decolonizing science education and educator, I illuminate the partial and complex failure in translation that occurs between decolonizing theories (i.e., border crossing and reflexivity for decolonial purposes) and associated pedagogical practices of decolonizing science education.