Initiatives designed to understand the discrepancy in graduation rates and investigate educational possibilities for First Peoples across Canada recognize it is vital to consider the local contexts of Indigenous peoples' experiences with educational systems and their perspectives on learning. No recent studies have explored the local Lheidli T'enneh First Nations' (LTFN) context relative to their member's educational needs and expectations. This study engaged four multi-generational LTFN families' lived experiences of public education including their expectations of the system. Their stories reflected three topic areas fundamental to this research: (1) relationships within the school, (2) pedagogy, and (3) curriculum. From a decolonizing Indigenous lens and using a qualitative methodology within an Indigenous research paradigm, common themes were identified from the participant narratives and are presented alongside existing literature. The findings reveal that Lheidli T'enneh families hold education in high regard and have hope for greater school communication, student support, consistency, and cultural inclusivity within school environments. Most importantly along with learning the basics, these families expect the education system to support students in developing their identity, strengthening their confidence and preparing them for life beyond school.