Drawing on the lessons learned through long-term collaboration between four teachers in Ojibwe or majority Ojibwe schools and three instructors in teacher preparation at a small rural environmentally focused liberal arts college, this paper explores how we might reimagine, or freedom dream, our teacher education program to better serve through reciprocal and respectful relationships with our local tribal communities. Through these relationships we trouble our own position within a state sponsored program of licensure and engage ecologically, re-embodied in the rhythms of place.