For this study, I employed oral history collection and fiction writing to investigate the educational life history of Samenia Limes (1912-2000). While this life history features historical discussion of Georgetown, South Carolina and Harlem, New York – the areas in which Limes spent the better part of her life – the main focus of the study was on the ways Limes both learned and taught survival within a settler colonial context. Working from a Black-Indigenist paradigm, which privileges kinship/community and storytelling as sites of resistance to anti-Blackness, I conducted oral history interviews with Limes’ nine children. I then displayed the results in the form of a four-part novella. The results have been categorized as historical fiction, as fictional elements can fill in gaps left by transcripts and other historical documents, gaps that are part of a national history of Indigenous erasure and Black negation. The filling in of these gaps matters, as it represents an initial step in decolonizing practice, both in and outside of academia.