In this study, I draw on stories and multiple perspectives as an approach presented to address two concerns in public Indigenous education: the education of teachers and the engagement of students. As a non-Indigenous educator, I conducted open-ended interviews with seven Indigenous educators and leaders in urban public school boards. The participants highlighted story as a central component for the success of Indigenous students. Participants believed that educators' understanding and teaching practices are enriched by seeking out multiple perspectives--honouring the stories of Indigenous students and their families and communities in particular. They also believed that when these stories are valued in school, students' school success increases. This paper explores several ways that story can provide modes of engagement and learning for both educators and students in public schools. These angles address the experiences that students, teachers, and families bring to schools and the stories tied to local communities and embedded in Canadian school systems. Stories are seen as intrinsically connected to the relationships and learning we share.