What does Indigenous knowledge mean in the evolving contexts of First Nations communities? How do Indigenous processes of knowing in both a traditional and modern sense become integrated into early childhood care and development programs? How does the incorporation of Indigenous knowledge in community programs such as childcare impact cultural identities at the level of individual members and the community as a whole? These questions were asked as part of a research study undertaken with twenty-seven First Nations early childhood development (ECD) graduates and thirty-one childcare administrators, parents, and community Elders from three diverse groups of communities in British Columbia (BC), Canada. This article describes the research and highlights some of the approaches taken by First Nations community members to understand and work with Indigenous knowledge in community program development. Two university researchers traveled to each of the three groups of First Nations communities in rural areas of BC. Together they conducted free-flowing, conversational interviews with individuals and groups and also observed activities and materials in the childcare program operated by the participating First Nations. The interviews predominantly consisted of listening to accounts of how the interviewees saw culture as part of their own process and practice with young children. The incorporation of Indigenous knowledge is less about finding "the truth" or getting "the facts" and more about asking or discussing ideas about truth and cultural facts, how they are constructed in the first place, and how they continue to be deconstructed, reconstructed, and applied. (Contains 40 endnotes.)