This chapter aims to demonstrate how skateboarding can function as a site of Indigenous education. Theorizing the social practice of Apache Skateboards through seminal and emerging literature on Indigenous education, this chapter aims to illuminate the informal, collective and embodied dimensions of place-based and culturally sustaining modes of teaching and learning that are difficult to encapsulate in classrooms. Indigenous education refers to an approach to teaching and learning that engage traditional and cultural knowledge systems and teaching methods to preserve Native languages, lands and lifeways. Indigenous education is an integral component of self-determination, sovereignty and resistance, as it holistically prepares community members to confront, analyse and address Indigenous communities’ historical contexts, contemporary conditions and future aspirations. Generally speaking, the relational perspectives and collectivistic goals of Indigenous education depart from Western conceptions of educational attainment, which centre individual success within extractive economies or the acquisition of knowledge for knowledge’s sake (Cross, Pewewardy and Smith 2019). Indigenous education thus refers to a vast array of pedagogical efforts to foster reparation, reciprocity, connectedness, balance, healing, the rematriation of stolen lands and the resurgence of Indigenous lifeways upon those lands. This chapter deepens scholarship on Indigenous education by examining the ways in which Indigenous communities have utilized skateboarding to advance tribal sovereignty, anticolonial resistance and Indigenous futurity.