A poor, equitable, and meaningful learning environment remains a concern among Indigenous learners. I explored the teachers' cultural awareness, sensitivity, and culturally responsive pedagogy in shaping an equitable and meaningful learning environment. I used a qualitative descriptive research design, purposive sampling, in-depth interviews, and thematic analysis. I found that students perceived learning as engaging, meaningful, and effective when teachers integrated indigenous culture, used respectful and inclusive practices, and applied varied instructional strategies that improved understanding, participation, and trust. They also expressed that these practices create a supportive classroom environment where respect and confidence in expressing indigenous identity are present. Education practitioners and Indigenous leaders may collaborate to improve the integration of Indigenous knowledge, creating an equitable and meaningful learning environment for Indigenous learners. Future research may explore factors of confidence in Indigenous identity.