As Yukon First Nations prepare to regain authority over education, there is greater opportunity for individual First Nations to collaborate and create a unified approach to education. While each First Nation has their own vision and approach to education that must be honoured, there are also similarities. The purpose of this research is to present these similarities to create a unified, holistic approach moving forward. This research fits within an Indigenous research methodology, meaning it supports relational accountability, benefits the local community, and honours Indigenous Knowledge. Through a review of Indigenous education pedagogy and three case studies of Indigenous communities throughout Canada who have authority over education, four common themes for a First Nations education system emerged: culturally based, culturally relevant, culturally responsive, and locally controlled. These themes remained consistent with the results from the in-depth semi-structures interviews with representative from several Yukon First Nations. By creating a First Nations education system that reflects these common themes, a holistic approach to education can be developed that meets the needs of each Yukon First Nation. Opportunities for collaboration and unity will encourage Yukon First Nations to share resources and capacity, learn from each other, and create a stronger voice, benefiting all Yukon First Nations as they move forward. Yukon First Nations can create a clear path forward as they take this step toward regaining authority of First Nations education.