Teaching diverse student populations effectively requires implementing thoughtfully planned and flexible rich tasks and understanding a community's strengths so students can make meaningful connections to mathematics. Using a culturally relevant teaching approach can develop appropriate geometry vocabulary to support students in articulating their mathematical thinking clearly and accurately but also foster a student-centered classroom that prioritizes building students' agency. This article explores how one group of underrepresented students, Native Americans on the Flathead Reservation, had their needs met through a storytelling approach to teaching geometry. The authors share a culturally relevant, rich task designed to help students deeply engage with geometry by making connections between their lives and mathematical concepts through the integration of storytelling.