In this chapter, we detail the methodological approach and ethical considerations in the Learning From Country in the CityLearning from Country in the City project. To work with Aboriginal communities, and Aboriginal community-based educatorsAboriginal community-based educators, researchers need to be prepared for the “long game” where relationships and trustTrust are built over time and protocolsProtocols demand reciprocityReciprocity and commitment beyond the “normal” demands of the academy. This work is concerned not just with knowledge but with the emotional, psychological, cultural, and spiritual engagement with others, including CountryCountry. The “community voice” element of the Learning From Country FrameworkLearning from Country Framework emerges as pivotal to the development of relationships-focused teaching, learning, and research. This is built on Aboriginal notions of relationality, reciprocityReciprocity, and belonging, demanding commitment and integrity from all involved. It reveals a strengths-based approach that foregrounds sovereigntySovereignty, survivance, resilienceResilience, and vibrancy in reimagining and embedding Aboriginal-ledAboriginal-led pedagogies. In this research process, these elements are crucial to enacting a decolonising approach to education and schooling. Finally, the chapter highlights ethical and respectful ways of working with Aboriginal communities as key to ethical and respectful teaching and research processes—processes to become embedded and normalised practice.