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In this article the authors tell the story of their separate but related journeys toward "coming of age in methodology," journeys that brought them, as nonindigenous women, into relationships with indigenous peoples, who challenged them to unlearn their taken-for-granted notions about research. The first study highlights the pervasive silencing of indigenous perspectives within K-12 schools and teacher preparation programs on Long Island, New York. The second study focuses on the mentoring model in two Maya artists' studios as a dialogic process that is guided by Maya artists, and which fosters discoveries that help to transform art education curricula. Through rich conversations leading to alliances with the indigenous peoples they have met in these studies, the authors hope to examine their own biases and create avenues for indigenous perspectives to inform and transform educational and research practices.The genuine coming of age in methodology, we see now, will be the maturing of the field into a new set of practices and purposes-a new praxis that is deeply responsive and accountable to those it serves.Lincoln and Denzin, (2005, p. 1123) As researchers reared during the "methodologically contested" seventh moment of qualitative inquiry (Denzin & Lincoln, 2005, p. 3), we have the