In this forum essay, the author's goal to is to offer insight as to how practitioners of communication pedagogy might consider human (inter)connection with land. The term "land" is used fully aware of the ways "landcentric" approaches in the humanities gain popularity at the expense of other ways of knowing that might relate to the world otherwise--say through waters or winds (Na'puti, 2019, p. 5). This essay begins with a discussion of how colonialism, and especially settler colonialism in the U.S. context, relies on incommunicability as a mechanism of subjection, which also includes rendering land incommunicable. The author makes a case for teaching communication with the objective to reconnect with our cultural attachments to the natural worlds that are often broken through generations of colonial occupation. This opportunity allows learners in the high deserts of New Mexico to think about land as culture. Then, the essay discusses pedagogical approaches to teaching migration and colonialism in the context of intercultural communication--a "landed" way to theorize more critically how cultures with particular connections to lands come to "encounter" one other. Finally, the author discusses some ways to implement this approach, both in classroom instruction and through an experiential learning laboratory.