Navigating educational spaces predominantly occupied by Whiteness is a learned behavior, one that requires years of observing and understanding nuances to be able to reach certain accolades or achievements. Without such skills and experience to develop an awareness of politicized/colonial agendas, one can find systematic expectations quite overwhelming to say the least. Drawing on the author's published research, this chapter focuses on examination of how contemporary discipline structures create and perpetuate epistemological and structural racism and resistance to non-White identities, knowledge, and perspectives. This includes capturing the challenges involved when teaching a Western curriculum to students who are unfamiliar with colonial ways of being and knowing in both secondary education and tertiary levels. Rather than perpetuating this disabling effect on students from diverse backgrounds in learning environments, the use of Pacific/Pasifika Methodologies such as Talanoa, Teu le Va, and Fonofale enabled and empowered students to succeed and achieve in educative goals. From commencement of studies to completion, supporting students to navigate educative spaces despite limited access or resource support is fundamental. Moreover, traversing these spaces as a Pacific educator in high schools and as an academic in tertiary spaces has required immersion in understanding a myriad of expectations that have been unfamiliar. Making the unfamiliar familiar is explored in this chapter.