"Idle No More" represents a watershed moment of treaty education, with treaty-related teach-ins, direct actions, and information sharing happening in diverse public spaces across Canada and around the globe. Although unprecedented in scope, depth, and intensity, "Idle No More" rests in a centuries-old continuity of Indigenous treaty pedagogy: efforts on the part of Indigenous peoples, going back to the time of first contact, to educate newcomers to their territories regarding the principles, meanings, protocol, and implications of treaty relationships. Yet despite centuries of such efforts, as well as more recent efforts on the part of solidarity organizations and even mainstream educational institutions, treaty ignorance and denial remain rampant in Canada, and treaties themselves continue to constitute a lightning rod of contention and entrenched conflict between Indigenous and settler peoples. For critical educators committed to dismantling colonial mindsets, practices, and structures, then, the question remains: given the entrenched nature of this dominant treaty pedagogy, how might it be possible to prompt a "decolonizing treaty" (Sehdev 2011, 273) consciousness among non-Indigenous people? What kinds of critical praxis might disrupt mythologizing settler narratives and the colonial discourses and practices conducive of ignorance and denial? Further, given Tuck and Yang's (2012) admonition that "decolonization is not a metaphor", what forms of reflection and action might foster and support concrete efforts among settlers to bring about a full and just recognition of treaty rights, relationships, and responsibilities? To explore these questions, Chris Hiller begins by reflecting upon interviews with Euro-Canadian solidarity activists who have been engaged for at least two years in supporting Indigenous struggles over land, title, and sovereignty. For the purpose of this article, Hiller focuses on the narratives of five white settlers whose stories pivot on engagements with the meaning and implications of the treaties and treaty relationships. The article concludes with a discussion of what the narratives as a whole say about the role of situated forms of treaty praxis in processes of decolonizing settler attitudes, practices, and commitments.