This workshop introduces and applies the ‘Country Up’ methodology, an Indigenous pedagogical model grounded in the lived experiences, language, and cultural authority of Yugambeh Songwoman and educator, Dr Candace Kruger. Developed through narrative and cultural practice, ‘Country Up’ extends Indigenous epistemologies into educational settings through a pedagogy of practice that is rooted in Country, community, and story. The model centres Country as the first teacher and as a co-author of knowledge, challenging educators to move beyond music cultural inclusion to deep, place-based engagement that honours relational accountability.‘Country Up’ is guided by a four-stage cycle: Flow, Navigate, Rise, and Mark, that supports ongoing community-led reflection and transformative teaching. This cycle supports educators in creating culturally safe and responsive learning environments by privileging hyperlocal narratives, Indigenous language, and reciprocal relationships. The approach invites educators and learners to come together in mutual respect, co-learning, and cultural integrity.Rather than positioning Indigenous knowledge systems as supplementary, ‘Country Up’ asserts their centrality to all learning environments. It provides a decolonising framework that encourages teachers to engage with Country, not as a backdrop to learning, but as an active participant in the educational process. This model disrupts colonial pedagogical norms and invites educators to step away from the 'riverbank' of safety into the 'currents' of relational, culturally grounded learning.Practical applications of the ‘Country Up’ model will be demonstrated through the arts, showcasing how language, movement, music, and storytelling can serve as vehicles for embedding Indigenous ways across the curriculum. Through this, educators are encouraged to adopt a practice of listening deeply to Country, walking with Elders, and co-constructing knowledge with community.Aligned with the aims of the DIME group, this workshop contributes a methodologically grounded and culturally situated model for transformative education. It offers a call to action for all educators to approach teaching from Country, and to engage in sustained, place-based pedagogical practice that is responsive, ethical, and Indigenous-led.