In this chapter, we centre the voices, knowledge and experiences of Aboriginal community-based educatorsAboriginal community-based educators involved in the Learning From Country (LFC) in the City project. When working with preservice teachersPreservice teachers, Aboriginal community-based educators highlighted the significance of relationship building, truth tellingTruth telling, CountryCountry as a “classroom” and the healingHealing power of storyingStorying their lived experiences of racism, colonisation, resilience and survival. Aboriginal community-based educators conveyed a sense of hope that young people in particular want to know the truth about historical and current injustices, coupled with concerns that, by and large, non-Aboriginal Anglo-Australian participants have little awareness of their own cultural practices and identities and therefore struggle to understand these concepts. We conclude the chapter by detailing Aboriginal community-based educators ’ call to embed community-led LFC through the school and university curriculum and the types of mobilising changes required of university administrators, leaders, and teachers in order to do so.. Aboriginal community-based educators conveyed a sense of hope that young people in particular want to know the truth about historical and current injustices, coupled with concerns that, by and large, non-Aboriginal Anglo-Australian participants have little awareness of their own cultural practices and identities and therefore struggle to understand these concepts. We conclude the chapter by detailing Aboriginal community-based educators’ call to embed community-led LFC through the school and university curriculum and the types of mobilisingchanges required of university administrators, leaders, and teachers in order to do so.. Aboriginal community-based educators conveyed a sense of hope that young people in particular want to know the truth about historical and current injustices, coupled with concerns that, by and large, non-Aboriginal Anglo-Australian participants have little awareness of their own cultural practices and identities and therefore struggle to understand these concepts. We conclude the chapter by detailing Aboriginal community-based educators’ call to embed community-led LFC through the school and university curriculum and the types of mobilisingchanges required of university administrators, leaders, and teachers in order to do so.. Aboriginal community-based educators conveyed a sense of hope that young people in particular want to know the truth about historical and current injustices, coupled with concerns that, by and large, non-Aboriginal Anglo-Australian participants have little awareness of their own cultural practices and identities and therefore struggle to understand these concepts. We conclude the chapter by detailing Aboriginal community-based educatorsAboriginal community-based educators’ call to embed community-led LFC through the school and university curriculum and the types of mobilisingMobilising changes required of university administrators, leaders, and teachers in order to do so.