This chapter establishes the paradigm of theorizing into decolonizing pedagogy through the vignette of a teacher’s cultural study into historic pre-colonial Mexico. Exposure to histories of indigenous resistance against colonial institutions shifts an urban educator’s theoretical construction of her practice in her critical-ethnic studies and cultural-arts-infused teaching. On a Fulbright study program, she and her faculty team experience cultural immersion opportunities across Mexico, collecting artifacts and narratives supporting transformative approaches to a pueblo-focused pedagogy. This chapter establishes central tensions in teaching for racial/cultural/economic/linguistic justice within state institutions organized against these outcomes. This chapter also establishes narrative scholarship as decolonizing methodology, and provides a foundation for teachers applying research on critical race theory, critical whiteness studies, critical ethnic studies, and urban teacher identity development. Through narrative models these enacted educational theories communicate their criticality in urban teaching. Decolonial theories of narrative as a tool of critical bifocality and reflexivity help convert this metaphorical moment as a framework for action research into decolonizing pedagogy and praxis. Community-specific curricula and practices that center indigenous knowledges and navigations of the hegemonic implementation of schools in the colonial project emerge into a pueblo pedagogy. The historic metaphor of this indigenous community’s resistance provides an anti-template example for herself and others.