Social work training is increasingly making room for Indigenous knowledge and realities in an effort to address the oppression exercised by the profession in the past. This article presents an application of the decolonial approach in the planning and implementation of an intervention course on advocacy for Indigenous rights. Through a practical narrative, the members of the team – professors, students, and practitioner-coaches – share their views on the pedagogical approaches, strategies, and consequences in terms of ethics, positionality, and reflexivity in social work. Over four consecutive days, students take on the role of a community organizer in a fictional Native Friendship Centre. They must perform various tasks related to intervention in a racist situation. The article highlights how the team is inspired by the decolonial approach to provide students with a learning experience that highlights the voices of those affected by the subject of the course. The focus is on the involvement of Indigenous practitioner-coaches and actors. The course is also structured around a vignette based on the story of an Indigenous student. The approach seeks to deconstruct the power relationships resulting from colonization to allow the development of an ethical and reflexive posture in the intervention with Indigenous communities. In short, this practice narrative explores the possibilities and challenges of applying the decolonial approach in social work education.