In the recent years since the release of the Truth and Reconciliation Commission's (TRC) report and its recommendations for post-secondary teaching, Canadian universities and the professors who teach in them are seeking to redefine and restructure their teaching practices, course content, and pedagogies in an effort to meet those recommendations. This involves a focus on and commitment to decolonization and Indigenization. However, many struggle with what that means in practice and how it might be executed in the university classroom. How do we teach decolonization and reconciliation? How do we develop meaningful assessments? This article considers one classroom example, an autoethnography assignment. Based in auto-pedagogy, this article examines the benefits and challenges of using autoethnography in the classroom for both Indigenous and settler students and proposes it as a pedagogy compatible with the goals of decolonization and Indigenization.