The bildungsroman narrative of one teacher’s personal and professional trajectories toward decolonizing pedagogy concludes with a communal experiential learning opportunity and lessons of liminality. Dimensions of intercultural values are examined against implications of student-of-color adultification, particularly in contrast with intersectionally-privileged white students exhibiting freedom from double consciousness. Histories of deculturalization, assimilation, linguistic erasure, and generational distancing surface in a public garden. The teacher’s reflections on her own adolescence emphasize the identity circle metaphors of Anzaldua, Marx, and Bronfenbrenner. The field-trip culture clash highlights the intellectual, cultural, and interpersonal nobility of her students, and the legacy of hyper-segregation is unpacked to expose the exile of students of color from public resources—acknowledging culturally-preserving separatist school models throughout history. The hegemonic forces that work against teacher aspirations for students are exposed through the hegemonic hidden curriculum of US schooling, and the mythology of white benevolence that undergirds trans-global colonial events and schooling as the essential and ongoing tool of the colonial project. This final pilgrimage together illuminates the “comunitas” of their cross-cultural learnings and hard-won co-generative spaces. Conclusions of her pueblo pedagogy of decolonizing principles establish an anti-template architecture on which to model future teaching years for herself and emerging anti-racist teachers.