For each of the past three semesters, we have provided one four-hour Kwakwaka’wakw culturally immersive experience to teacher candidates taking music education courses, also conducting a study to learn their perceptions of the effects of this experience on their level of commitment to embed Indigenous content and worldviews in their future classes, as mandated by British Columbia (BC) curriculum (2015, 2019) and professional standards (2019). Currently, there is no scholarly literature regarding which Indigenous-led interventions in teacher education music courses best support teacher candidates. Our research sought to fill this gap so that we might refine the experience according to the teacher candidates’ comments.The BC Teachers’ Council (BCTC) establishes professional standards for educators working in educational systems in BC, Canada. The ninth standard specifically charges educators to foster in their students “a deeper understanding of ways of knowing and being, histories, and cultures of First Nations, Inuit and Métis” (2019, p. 3). The BCTC also determines whether teacher education programs sufficiently prepare teacher candidates, including those who teach music, to uphold these standards. Thus, university instructors who teach music teacher education courses are responsible for modelling to music teacher candidates how to implement this ninth standard. Indigenous music education scholars and practitioners have advised that music teachers develop relationships with Indigenous Knowledge Keepers, and then, following local protocols, request that the Knowledge Keepers introduce cultural practices to students (Prest et al., 2021; Schutz & Sewepagaham, 2024; Young, 2024). Thus, it is important that music teacher educators explicitly demonstrate this process to teacher candidates.At a conference in 2024, the authors met a Kwagiulth First Nation Knowledge Keeper who offered to support them in bringing knowledge of his community’s cultural practices to music teacher candidates. Alongside two other family members, he determined the content they would provide students. Students of the music education courses offered each term participated in this event and subsequently submitted an 800-word reflection assignment based on the provided guiding questions. Following the university’s human research ethics guidelines, a third party recruited students to participate in the study, retaining signed consent forms and notifying the authors which students had consented to be part of the study only after the authors had submitted final course grades.In this presentation, we will summarize the study’s findings based on content analysis of participants’ reflections and their implications for future iterations of Indigenous led, culturally immersive experiences for teacher candidates.