In this article, the tree is used as a metaphor for the birth, nourishment, growth, stress, pruning, resilience, and regeneration of decolonial work to indigenize museum education. At the center of this work is Indigenous peoples, perspectives, and ways of knowing and being. This principle has guided the work of the authors who assert that when museum education is led by Indigenous and racialized women with a shared commitment to foster authentic relations with Indigenous peoples through anti-oppressive education, the decolonial work to indigenize museums is possible. Indigenous staff, advisors, and community members worked in coalition with non-Indigenous staff, who shifted from working in allyship when convenient to working as accomplices when risk was involved. To indigenize museum education means to challenge the colonial narratives perpetuated by museums and to fight for narrative sovereignty by Indigenous peoples in a colonial institution -- that is at the heart of the decolonial work in this case study.