In 2008, Treaty education was mandated in every grade and every subject in Saskatchewan; this was done in an effort to increase understanding of the significance of the numbered treaties and honouring the promises made. Despite this mandate, many teachers remain ignorant to the monumental role that treaties played in the foundation of Canada and the importance of treaty education. Using Indigenous and narrative methodologies as a theoretical framework for my research, I conducted a multiple case study, including myself as a participant, which explores the experiences of white settler women who are engaged with learning and teaching about treaties. I frame my research using the question, how have white settler women in Saskatchewan engaged with teaching treaties at the high school level and what may others learn from their experiences? I explore ignorance as an epistemological stance and the ways it functions in perpetuating myths about Canadian settlement, the foundation of Canada, and maintaining settlers' false sense of innocence in the oppression of Indigenous peoples. Through reflection on the experiences of my participants and myself, I seek to share my journey of learning to view myself as a white settler treaty person. It is my hope that other white settlers can learn from the experiences that I present and that a deeper understanding of treaties can help all Canadians work towards the familial, respectful relationships that were promised through the numbered treaties.