This project investigated the learning and teaching relationships between pre-service teachers and their supervisors on practicum who specifically engaged with embedding Indigenous knowledges and perspectives in their teaching practice. It explored the negotiations of expectations, role modelling and the interactions that occur between pre-service teachers, their supervising teachers, and teacher education staff involved in supporting teaching practicum. It was designed to develop long-term, future-oriented opportunities for teachers to gain expertise in embedding Indigenous knowledges and perspectives, from an assumption that such practices would constitute restorative pedagogical justice in curriculum decisionmaking. Key words: Indigenous knowledges, teaching practice, restorative pedagogical justice.