Science education is undergoing a paradigm shift towards decolonisation and inclusion of Indigenous knowledges. However, many non-Indigenous educators encounter challenges in enacting decolonial pedagogies due to limited understanding of Indigenous ways of knowing and systemic barriers. This chapter presents reflections from two non-Indigenous science educators in Australia on their learning journey towards decolonial science teaching. Through a metaphorical dinner conversation between different conceptual stances, we demonstrate the importance of first reflecting on one’s positioning regarding Indigenous knowledges. We then share experiences collaborating with Indigenous communities across Australia and Canada to develop curricula incorporating Indigenous science. Key lessons learned include: the need for authentic partnership and consensus-building with communities, embracing relationality, and transparently conveying the process of learning and growth as non-Indigenous educators. This chapter offers insights for non-Indigenous educators beginning the journey towards decolonial science teaching, highlighting the significance of critical self-reflection, ethical community engagement, and embracing learning as interrelated processes. The experiences conveyed elucidate possible pathways forward in decolonising science education through respectful, thoughtful co-learning.