Territorial acknowledgments of Indigenous peoples, places, and settler-colonial histories have become a common practice among settlers in Canadian universities and activist spaces. While these territorial acknowledgments are assumed to be a move toward reconciliation, no research examines what the practice accomplishes pedagogically amongst participants. In this paper, we trace the development of territorial acknowledgments in a campus-based environmentalist organization and ask what pedagogical work their territorial acknowledgments did over the span of two years. We argue that while the territorial acknowledgments worked against the daily erasure of Indigenous people on Turtle Island and unsettled settlers, they failed as a decolonial pedagogy, in that they often served as a move to innocence through containment and using decolonization as a metaphor, and did not attend to the rematriation of Indigenous land, language, and lifeways.