In Saskatchewan, teachers are guided by educational policy that envisions placing Indigenous knowledge systems, cultures, and languages at the foundation of their structures, policies, and curricula. However, Non-Indigenous teachers in Canada remain uncertain about how to integrate Indigenous knowledge and teaching methods into their classrooms and build student capacity for intercultural understanding, empathy, and mutual respect. This paper describes three transformative concepts that can guide teachers and school leaders to make classrooms inclusive and create shifts in thinking and practice.