While Montana teachers are tasked with including American Indian culture when teaching science, barriers exist, such as no knowledge of American Indian cultures or low efficacy for teaching science. In an exploratory study, survey responses were collected from elementary (K-8) preservice teachers in a science methods course about their perspective of teaching science, specifically including American Indian culture. Results highlight three major structures (past culture, current community, and higher education) that support preservice teachers' feelings of confidence when integrating American Indian culture in their future teaching. These structures are critical since most elementary preservice teachers shared discomfort or fear at the idea of including American Indian culture when teaching. As such, higher education can be a starting point to building critical understandings of American Indian culture when teaching science.