The aim of this manuscript is to present and discuss an attempt at transformative change in an on-reserve school in northern Saskatchewan. Myriad studies and government statistics have stated that on- reserve Indigenous students occupy the lowest levels of success in Canada as it relates to almost any recognized metric. In response to the ongoing inequity in education, a 3-year project was undertaken with potential national implications. In this project, a holistic approach was utilized which places an emphasis on leadership development, curriculum, teaching and learning, local Indigenous pedagogies, and mental health support. The confluence of approaches in this project have challenged standard approaches to school transformation by placing an emphasis on the local context and knowledge systems that already place the community in a position of strength. Data collection and project development was primarily focused on document analysis, classroom visits, meetings, and professional development with the faculty, planning sessions, instructional monitoring and student academic, cultural, and mental health assessments, and research projects. This manuscript offers wise practice considerations for diverse on- reserve schools through relationally collaborative interventions rooted in school psychology principles as key agents of change, resulting in: higher teacher retention; more comprehensive and effective lesson planning, implementation, and assessment; enhanced integration of Indigenous values within the classroom (e.g., PISIM); and improved teacher and student mental wellness in the classroom (e.g., teacher utilization of EFSS).