this qualitative study used a narrative story-telling format to further current understanding of traditional anishinaube knowledge and values. the impetus for this inquiry was the researcher's quest to seek answers to the following: (a) what are traditional anishinaube knowledge and values? and (b) how can traditional anishinaube knowledge be incorporated into today's schools? both questions remain controversial because what comprises traditional knowledge and values is different for each individual and because there is no consensus on how traditional knowledge should be incorporated into canada's school systems. this study began as an investigation into a g'chi anishinaube-kwe's (great wise ojibwe woman's) worldview by the researcher, who wanted to make sense of 'the past in the presenter future generations. the researcher is of anishinaube descent and was raised with understanding and comprehension in anishinaube-mowin (natural conversation). anishinaube-mowin and english were the languages used to collect the data. guided and open-ended questions facilitated g'chi anishinaube kwe's responses as well as optimum exploration of the topic. the collected data were derived from conversations, interviews, recordings, note taking, listening, and observations in the participant's natural environment. data analysis reflected a eurocentric academic research standard as viewed from the perspective of a researcher who also was a cultural insider. conclusions that have implications for research and program planning in aboriginal education and thoughts for further investigation were identified.