Responding to a growing call for culturally sustaining pedagogy, this article describes a Community of Practice (CoP) project in Minnesota. Guided by two Indigenous mentors, a cohort of 15 Indigenous and Non-Indigenous educators engaged in collective inquiry regarding how Indigenous histories, worldviews, and learning approaches can become part of their work in early childhood environmental education in meaningful, respectful, and equitable ways. Participants and facilitators engaged in the process of knowledge co-creation, which is presented here. We also share our collective reflection on reconciliation through Indigenous education, as well as on the use of the CoP approach for professional learning and capacity-building in the context of more equitable, trauma-informed, and culturally sustaining practices for early childhood care and outdoor learning.