This paper explores the impacts of using Indigenous Young Adult Literature with teacher candidates at a liberal arts university to develop their competence in Indigenous topics and issues. Research on the use of young adult literature for examining race, culture, and equity has shown the efficacy of the genre in supporting student learning in teacher education programs. The present study expands on this work and explores the use of Indigenous authored texts to support learning and understanding of the issues, identities, and experiences particular to Indigenous Peoples with attention to both historical and contemporary forms of settler colonialism. Through the analysis of 26 student interviews and an array of classroom artifacts, including student writing, class discussion notes, visual art projects, and reflective memos, students provided crucial insights into the need for deeper engagement with Indigenous topics.