Although there is much contention around the role of settlers in reconciliation [Maddison, S., Clark, T., & de Costa, R. (2016). "The limits of settler colonial reconciliation: Non-Indigenous peoples and the responsibility to engage." Singapore: Springer], the current under-representation of Indigenous peoples in Canada's K-12 education sector necessitates that non-Indigenous principals engage with the TRC's Calls to Action if they are to be realized in today's schools. Traversing the space between Indigenous and non-Indigenous world views, however, is complex and complicated work. In this vein, our research seeks to facilitate a deeper understanding of the orientation towards school leadership required to engrain and sustain Calls to Action as an integral part of Canadian education. In particular, we draw upon Goulet and Goulet's [Goulet, L. M., & Goulet, K. N. (2014). "Teaching each other: Nehinuw concepts and Indigenous pedagogies." Vancouver, BC: UBC Press] "nehinuw" philosophy of collectivism (discussed in their book Teaching Each Other), Ermine's [ Ermine, W. (2007). The ethical space of engagement. "The Indigenous Law Journal," 6(1), 193-203] ethical engagement, and Kovach's [Kovach, M. (2005). Emerging from the margins: Indigenous methodologies. In L. Brown & S. Strega (Eds.), "Research as resistance: Critical, Indigenous and anti-oppressive approaches" (pp. 19-36). Toronto: Canadian Scholars' Press] relationality to offer a new theoretical space from which to explore the practices of non-Indigenous leaders who are attempting to navigate these complexities.