For many years, activists in Early Childhood Education and Care (ECEC) have called for the sector to engage closely with Aboriginal and Torres Strait Islander families and communities. However, less is documented on how mainstream services might achieve authentic, sustained engagement at a local service level. This paper showcases educators who connect with local Aboriginal community members/Elders as a central plank of their ECEC practice. In sharing their account, we examine what engagement looks like and what makes it possible. We have used Indigenous methodologies and the Theory of Practice Architecture (TPA) as theoretical lenses for exploring the policy, and organisational arrangements that sustained their engagement practices. We discuss the theoretical and practical implications of the research.