Indigenous perspectives and knowledges have been rendered "difficult" to teach and learn due to settler-colonial norms that are naturalized in Ontario's public K-12 education system. We explore how we as educators and teachers with diverse populations of students critically engage pedagogy and knowledge to take up Indigenous perspectives and knowledges in classrooms in ethical ways. Using practitioner inquiry, we draw on our classroom experiences to explore how students engage with Indigenous perspectives and knowledges and our relationships as people who relate to this land in different ways--as settlers, newcomers, and original caretakers. Students perceive our pedagogical interventions not as difficult, but as a disruption from settler colonialism, that can be navigated through. We argue that not only is there nothing inherently difficult about Indigenous perspectives and knowledges, but also that students enter into difficulty as possibility. Although students experience disruptions, they seek out ways to renegotiate their relationships to settler colonialism and Indigenous perspectives and knowledges and come to new understandings about their contexts. We argue that examining these disruptions as teacher researchers in our classrooms adds nuance to conversations about revealing how settler colonialism functions and complexity to the task of taking up Indigenous perspectives and knowledges in K-12 classrooms.