This paper explores the experiences of nine Indigenous and ally early career teachers who completed university coursework and/or professional development on the topic of Indigenous education (IE). Teachers participated in a series of three or four individual interviews focused on how targeted teacher education, and transitions into educational work settings, shape teacher identity and practice. Analysis concentrates on four key relationships between becoming a teacher and a) pedagogical pathways for IE with/in teacher education, b) school-based sources of Indigeneity, c) significant place, and d) supports for engaging IE. The implications of tracing how significant forces direct the processes of becoming, and becoming undone as, teachers of school-based IE are highlighted for the fields of teacher education, IE, and decolonizing education and research.