The new Aboriginal Torres Strait Islander histories and cultures cross curriculum priority(CCP) may open opportunities for First Nations and all students to learn with First Nations peoples, cultures and place. The Australian Curriculum claims this CCP ‘…provides Aboriginal and Torres Strait Islander students with the ability to see themselves, their identities and cultures reflected in the curriculum; and allows all students to engage in reconciliation,respect and recognition of the world’s oldest continuous living cultures’ (Council of Australian Governments, Education Council, 2019). Yet the extent to which the promise of this CCP is met remains to be realised. Readiness of teachers and schools is an ongoing concern and educators’ pedagogical practice will be critical. This article takes the approach of thinking pedagogically about how teachers and students deepen engagement with the Aboriginal and Torres Strait Islander histories and cultures. It necessarily considers how educators mightattempt to address the Eurocentric underpinnings and colonial framings of the current curriculum. The article discusses various connected pedagogical approaches to learning with First Nations peoples, cultures and place including Country as pedagogy, pedagogies of relation, storytelling pedagogies, arts based and object based learning, weaving pedagogies and slow pedagogies. The article gives particular attention to how non-Indigenous educators might respectfully and responsively engage with the Aboriginal and Torres Strait Islander histories and cultures CCP, not as experts teaching about First Nations peoples and cultures but as pedagogists committed to sharing responsibility for truth telling and living in better relation with First Nations peoples and place. Refereed/Peer-reviewed