Indigenous Knowledge Systems (IKS) and Traditional Ecological Knowledges (TEK) are not static; they are – by nature – dynamic… alive and living. Extracting knowledge(s) and repurposing it without the context of the Peoples and Places in which it emerges is not only unethical but potentially harmful. Supporting Indigenous knowledge-keepers and traditional lifeways are paramount in advancing IKS/TEK as climate-education curriculum. Distributing “support” requires developing an intertribal/interinstitutional relational network.