This study focused on how mainstream, social work education in the Maritime provinces prepares social workers to work with Indigenous peoples. This study adhered to principles of decolonization and Indigenous ways of researching. Five undergraduate, social work educators were interviewed using open-ended questions and a conversational interviewing style. An interview guide was used, and the broader research questions looked at what is being taught about Indigenous histories, politics, policies, research, cultures and worldviews, how it is being taught and who is teaching it? This study used thematic analysis to identify common themes in the data and themes which were interesting to the overall research questions. Themes identified were history, research as change, eurocentrism & deconstruction, allies, classroom as community and Indigenizing and decolonizing. This study implicated important roles for the schools of social work, social work educators, provincial associations and the Canadian Association for Social work education in addressing the multi-generational trauma caused by colonization and oppression of Indigenous peoples. It was concluded that for this to be successful, there is need for more support in the schools of social work for both Indigenous educators and non-Indigenous allies. / Graduate