This chapter outlines the central purpose of the broader and ongoing project to reimagine the pedagogical spaces and places where Indigenous knowledges are foundational and central in school and teacher education, creating contexts for decolonising education. We begin by introducing the story of the project we call Learning From CountryCountry (LFC) in the City. As part of the storyingStorying process, we introduce our positionality within the teaching and research process and our personal and professional experiences that led us here. We then present a pedagogical framework that was created as part of this project which aims to visibilise the work of centring CountryCountry and Aboriginal-ledAboriginal-led voices in our teaching and research. We show how the LFC FrameworkLearning from Country Framework developed iteratively as we experienced Country with local Aboriginal community-based educatorsAboriginal community-based educators, preservice teachersPreservice teachers, with each other as teacher educators, and then later reflected on these experiences with early career teachersEarly career teachers. Integral to this is our individual and collective positioning as a research team of Aboriginal and non-Aboriginal researchers in relation to Country, in relation to each other, and in relation to the research project. Through storyingStorying our relational research and teaching journey and the outcomes of this, we hope that this will inspire your work in this area so that it can be applied to diverse locations and contexts.