This is a time of rapid change in archaeology. We are working to move away from disciplinary methods and practices that have long upheld colonial power structures and replace them with more equitable and just approaches. We are also striving to diversify the community of archaeological practitioners, which in Canada remains largely white, straight and cisgender. Teaching is perhaps the most powerful tool we have at our disposal in these efforts. It is how we first expose people to archaeology and build their expectations about who can be an archaeologist, what archaeologists do, how they do it, and who archaeology is for. This session invites papers that explore the diverse ways we are teaching archaeology across a wide range of contexts in order to foster a more inclusive, anti-colonial practice. It understands teaching and learning in the broadest possible sense, encompassing outreach to primary and secondary school students and the wider public, training of descendant community members, post-secondary education, and more. Contributed papers are welcome and could include, among other things, case studies highlighting examples of teaching activities for particular audiences, reflections on best practices and lessons learned, and applications of scholarship on teaching and learning in archaeological education.  Teaching the discipline we want to see will help us achieve it. Let’s reflect together on how to go about that in the most effective way possible.