Washington is one of nine states that requires teaching about Indigenous peoples in public schools. The framework of cultural humility was used to investigate preservice teachers' knowledge and views about Indigenous culture. Eleven elementary preservice teachers were interviewed during their last year in a teacher preparation program. Interviews were conducted to uncover preservice teachers' prior experiences, current understanding, and approaches to teaching Indigenous culture in their future classrooms. Results show the challenges associated with operationalizing cultural humility and highlight the need to adapt the framework specifically to preservice teachers. One defining commonality of preservice teachers who displayed cultural humility was inquiring mindsets that lead to supportive and meaningful relationships that foster understanding of Indigenous culture.