This article is reactionary to the current discourse about the inclusion of Indigenous content in social work education. I centre this discussion on the history of social work education and the contemporary responses to the Truth and Reconciliation Commission’s Calls to Action (2015). Through engaging Guswhenta (the Two Row) wampum and the concept of “difficult knowledge” (Pitt & Britzman, 2013), I outline the potential roles and responsibilities of both Indigenous and non-Indigenous educators in social work.