“As non-indigenous people, we must find our own ways to make sure that we do not walk right by the ‘new fork’ and continue blindly down the same old road we have traveled with Indigenous peoples” (Regan, 2005, p. 9). I have struggled to understand how I can support and honour Indigenous students as a non-Indigenous person. Prior to ETEC 521, I was one of the majority of teachers that Battiste (1998) highlights, who had not taken a course from an Indigenous person or about Indigenous Education. I had always believed it was essential to respect others and had hoped to be an ally for minority students in my classroom. What I had not considered is how indigenous students might view me and what I stood for simply because my ancestors had been part of the colonization of Canada. I now recognize my inherent bias and am beginning to understand the Eurocentric focus of Canadian curriculum and the institution of school. In order to support Indigenous students in my classroom and take an active role in increasing the graduation rates of Indigenous students, I will need to rethink my construct of education. By choosing the path less travelled, it will be critical I endeavor understand the effects of colonization and residential schools, while being proactive in dismantling the colonial structure present in our current schools. Contrary to my initial perception, Indigenous students may prefer Indigenous teachers (Silver, Mallett, Greene, and Simard, 2002), however they do not believe only indigenous people can teach them. Rather, Wotherspoon and Schissel (1998) found teachers must exhibit cultural sensitivity and support students in the classroom (Wotherspoon & Schissel, 1998). In order to become an effective teacher and ally for Indigenous students, I must understand decolonization, colonial impacts, place-based and experiential learning, the role of elders in education and how to integrate technology effectively.