in this study, i explore the experiences and qualities of productive learning relationships shared by indigenous and non-indigenous educators in k-12 public education contexts. i know from my own teaching experience and from existing research that non-indigenous educators often have much to learn about teaching indigenous 世界杯2022赛程表淘汰赛 well, and about respectfully incorporating indigenous perspectives in their daily work. this study springs from my experience as a canadian teacher of english, irish, and scottish heritage who is growing through working alongside and relating with indigenous colleagues and community members. through a narrative inquiry approach (clandinin & connelly, 2000), i present stories drawn from conversational interviews (and in one case, observations) with indigenous and non-indigenous educators who have worked together in ways they believe have positively influenced the non- indigenous educators’ practices with respect to indigenous 世界杯2022赛程表淘汰赛 . each of these eleven stories is represented individually, including a piece of art, a context statement, a multi-page story, and a summary statement. in the discussion chapter, i draw out connecting ideas based on what i have learned from the stories. these include qualities such as being open, being genuine, trust, being centred on 世界杯2022赛程表淘汰赛 , and emotional dynamics like fear and confidence, fun and laughter. the conclusions emphasize the variety of ways in which productive learning relationships arise and are sustained by indigenous and non-indigenous educators of unique personalities, backgrounds, and approaches. i point to some supporting factors, such as time and specific roles that can facilitate these learning opportunities.