Academic studies and publications related to inclusive education typically exclude the history, development, funding, and experiences related to the provision of special/inclusive education in First Nations schools and communities in Manitoba. The intersections of Critical Theory, more specifically Critical Race and Critical Disability Theory, provide convergence to ground this qualitative study. In this study I examine the experiences of Indigenous inclusive educators, clinicians and non-Indigenous allies in relation to the structural/systemic issues affecting learners in First Nations communities. I also investigate Indigenist perspective and practice on special/inclusive education. Documenting the experiences, insights, and recommendations of educators who work within Manitoba First Nations education is an important step in improving educational outcomes for First Nations students with and without dis/abilities and/or other special needs who attend schools in First Nations communities in Manitoba. The stories of strength and hope documented in this study reveal the tenacity and resilience of the Indigenous educators, Indigenous clinicians and non-indigenous allies who work within education systems within First Nations communities throughout Manitoba.