This article details the author's reimagining of the undergraduate theory and method course, in which intentional, disciplined comparison is employed to challenge and problematize traditional narratives about Religious Studies as an academic discipline. Doing so helps to answer calls to decolonize our curricula, not only by critiquing historical theorists, but also by including non-Western perspectives as sources of theory (as opposed to mere data to be studied). Such an approach is additionally pertinent in the author's Canadian institutional context, where traditional definitions of "religion" have been used to oppress Canada's Indigenous populations: a useful case study for explaining why such theorization matters.