This chapter explores the opportunities and challenges faced by early career teachersEarly career teachers when implementing the Learning From Country (LFC) concepts they had learnt in their university courses in their new schools. Three teachers were selected to provide in-depth yarns as they represented diversity in the participant group and in school location. Overwhelmingly, school context and culture were key factors in the extent to which the teachers were able to implement LFC in their curriculum and pedagogy. Two teachers were encouraged by their supervising teachers to apply LFC in their teaching, and they eventually led other staff in developing their capacity to understand and implement Aboriginal content in their programmes. The third teacher was constrained by staff who either challenged or dismissed her efforts, which she turned around by exposing students to an impactful LFC experience, transforming the discourse in the classroom and eventually the staffroom. All teachers reported that their LFC experiences at university gave them the confidenceto build relationships with Aboriginal students and the community to implement dynamic and authentic Aboriginal content into their curriculum. They noted the impact of truth tellingand place-basedpedagogies to engage all students in their learning, and the importance of developing their own and their students’ critical consciousness. as they represented diversity in the participant group and in school location. Overwhelmingly, school context and culture were key factors in the extent to which the teachers were able to implement LFC in their curriculum and pedagogy. Two teachers were encouraged by their supervising teachers to apply LFC in their teaching, and they eventually led other staff in developing their capacity to understand and implement Aboriginal content in their programmes. The third teacher was constrained by staff who either challenged or dismissed her efforts, which she turned around by exposing students to an impactful LFC experience, transforming the discourse in the classroom and eventually the staffroom. All teachers reported that their LFC experiences at university gave them the confidenceConfidence to build relationships with Aboriginal students and the community to implement dynamic and authentic Aboriginal content into their curriculum. They noted the impact of truth tellingTruth telling and place-basedPlace-based pedagogies to engage all students in their learning, and the importance of developing their own and their students’ critical consciousnessCritical consciousness.