Forest school and nature-based pedagogy have grown in popularity in recent years. Previously, I examined the perspectives of parents who chose to enrol their children within these programs to learn and understand why. As I furthered my studies, I became concerned about how these forest and nature schools connect to Indigenous ways of knowing, teaching, and learning, as many claim. I wanted to examine how Forest school pedagogy and Indigenous perspectives of education may connect or not, and how these land-based pedagogies intertwine with Indigenous perspectives of land as first teacher. This work is a storying of my educational journey about land-based pedagogy, environmental education for children and how children are viewed within nature. The aim of this story is to ask what might happen when Forest pedagogies, Indigenous peoples, and their epistemologies and ontologies are assembled? The secondary purpose is to ignite pedagogical conversations amongst educators and inform about Forest School programs and how they connect to Indigenous perspectives or do not connect at all.