This article highlights core values linked with Indigenous ways of conceptualizing community and education. In doing so, this work explores Indigenous tensions with restrictive historical policies that have resulted in reconciliation with mainstream education, local perceptions of the need for adaptation, and the convergence of multiple epistemological survival strategies. Drawing from narratives shared by Pueblo Indian peoples participating in multiple approaches to educational development while sustaining local knowledge, the article examines the relationship between values and local knowledge priorities that may have significance for the ways in which education is conceived in and out of schools and with Indigenous peoples. [This article was written with The Leadership Institute at the Santa Fe Indian School.]