This mixed-methods study asked students, faculty, and staff what their experiences were with an interdisciplinary Indigenous Course Requirement (ICR) in its initial implementation in the 2016/17 academic year at The University of Winnipeg. Although participants had suggestions for how to improve course content, development, delivery, and support, there were more positive reactions to the ICR experience than negative. Themes that emerged from the positive learning experiences were the importance of relationships, respect, and a desire to work together towards reconciliation. Challenges that participants indicated were the pressure on Indigenous students to take on the role of token authority, lack of support systems and training for engaging in sensitive issues. There was consensus that racism and lack of knowledge exists and that education and relationships are key to changing stereotypes. A major challenge will be continued student opposition to ICRs.