The article draws on reflections from the Kinistòtàdimin Circle, initiated in 2018 at the University of Ottawa’s School of Social Work, located on the traditional and unceded territory of the Omàmiwinini Algonquin Nation. It outlines the decolonization process that has been undertaken. To this end, the paper first examines the context of the initiative through definitions of central concepts and a review of literature on Indigenous learners; an examination of the concrete meanings of the neologism of Indigenization in academic settings (Gaudry & Lorenz, 2018); and the identification of decolonizing perspectives associated with the social work profession and discipline. Based on this contextualization, as well as on two case studies of Ontario universities offering “decolonized” social work education, the authors analyze the operational steps of the Kinistòtàdimin decolonization initiative and identify its main issues. The article concludes with a critical discussion of the ongoing process.