InLearning from Country in the City this chapter we explain why the Learning From Country (LFC) approach is needed in our teaching and learning context in Sydney. As Sydney was the site of first contact between Aboriginal people and the British colonisers, there have been concerted efforts to deny Aboriginal people’s presence in the city. We speak back to this “intellectual terra nulliusTerra nullius” (Marika, 1999, p. 9) and reflect on the significance of discovering and connecting to local CountryCountry, Aboriginal people and communities near to where we live and work in Sydney. The urban area of RedfernRedfern and surrounding inner-city suburbs are described and pictorially mapped to introduce the rich, complex, and layered historical, ecological, sociocultural, and political perspectives illuminated by LFC in these areas. The chapter then provides local and global insights to Country-centredCountry-centred pedagogies for nurturing relational connections between preservice teachersPreservice teachers, teacher educators, Aboriginal people, and CountryCountry. We conclude by arguing that Aboriginal-ledAboriginal-led, Country centredCountry-centred approaches are essential to embedding Indigenous knowledges and perspectives in the curriculum and to decolonising education.