Computer science (CS) teachers are still learning how to enact culturally-sustaining/revitalizing CS education for Indigenous students. In response, elementary teachers on the Wind River Reservation, a professional development provider, researchers, and the Wyoming Department of Education formed a researcher-practitioner collaborative to implement and study the implementation of culturally- sustaining/revitalizing CS lessons using design-based implementation research (DBIR) practices. Researchers collected data via interviews, reflection forms, and observations. Findings indicated that teachers used students' funds of knowledge to support engagement and expanded lessons to reflect Indigenous priorities of language revitalization and Tribal sovereignty. Creating culturally-sustaining/revitalizing CS education was a collective activity, drawing on interdependence of teachers and students.