In a conversation with her grandfather, a young Saulteaux woman posed to her grandfather the question, “What do you think Native students and educators ought to know about Native education?”1 Her grandfather, a respected Saulteaux Elder, Alfred Manitopeyes of the Muskcowekwun Band in southern Saskatchewan, Canada, did not offer a straight or direct answer to her question. Rather, he took her through a series of stories that demonstrate what the young can learn from “good talking” and “good walking.” Within Aboriginal2 traditions of storytelling, she must then apply these stories to her original question. It becomes clear to the young woman that “good walks and talks” are ways in which Aboriginal knowledge is created and passed on in the learning process.