Native and Indigenous traditions have long had a place in environmental education. Cherished as ways for students to connect with the environment through storytelling, craft and tradition, these activities are often valued for their reflective qualities, if not always their authenticity. This research uncovers the value in incorporating Indigenous traditions and knowledge into environmental education and the best practices of doing so. Trends within the field of EE to incorporate Traditional Ecological Knowledge (TEK) and Native history into curriculum are meant to authenticate and broaden the experiences of multicultural learners. Best practices include collaboration with Native professionals, acknowledgement of the differences in Native cultures and their perspectives on the environment as unique and contemporary, and treating TEK as we would any other knowledge, with both acceptance and scrutiny. Following the work of professionals, like Gregory Cajete, a multicultural, place-based paradigm for environmental education emerges for the future.