This article summarizes the results of interviews concerning intersections found among social studies and history education, climate education, and Indigenous studies. We explore what may be involved in curricular and pedagogical reform that better features these intersections, and what considerations arise in approaching reform in schools, universities, teacher education, and decolonizing pedagogies. Following a literature review and explanation of our interview methods, we summarize current barriers and strengths in social studies and history practices, and their capacity to address critical issues related to climate crisis as well as decolonizing schools and universities. We conclude with suggestions for the future of teaching, teacher training, and educational research and how these may contribute to regenerative capacities that better honour the relationships between human and more-than-human beings, while remaining attentive to Indigenous imperatives.