In this chapter, we discuss Ędwadewáyęsta Ohwęjádeh: We Learn from the Earth, a case study from one Hodinohso:ni community of Turtle Island exploring the role of land-based schools for young children as a form of cultural identity, individual, family, community, and land well-being. By understanding how (1) sacred respect of nature is experienced within a Hodinohso:ni Waldorf school, (2) authentic and entangled language-land-culture experiences for learning, and (3) reciprocal relationships and responsibilities between people and nature, new insights for ensuring sustainable futures of young children can be realized. The dominant Western sustainability science discourse has long been critiqued for its anthropocentric focus and alienating human-nature relationship orientation (Zindy et al., Science & Education, 29, 145–185, 2021). Indigenous knowledge, broadly defined as local knowledge of Indigenous peoples, offers new alternatives, a holistic type of balance to Western sustainability worldviews and a way forward for human-nature relationships and responsibilities. Learning and being of the world are synonymous with the land (Corntassel & Hardberger, International Review of Education 65(4), 2019), and these intimate, reciprocal, and respectful connections are integral for sustainable futures.