This chapter explores the application of interracial team teaching as a critical pedagogy in social work education, focusing on a collaborative partnership between an Indigenous and a white instructor. The authors reflect on their experience teaching a course on child welfare practice, highlighting the integration of Indigenous pedagogy, anti-oppressive practice, and feminist perspectives. By employing experiential learning techniques and place-based education, the course aimed to provide students with a comprehensive understanding of decolonization and child welfare in real-world settings. The chapter discusses the benefits of team teaching in fostering critical thinking, cultural exchange, and anti-racist education, while emphasizing the importance of shared power and mutual respect between instructors. This model offers a unique approach to social work education, promoting equity, justice, and reconciliation through collaborative teaching and learning.