ACT 31 which became effective in 1991 offers suggestive language and flexible requirements asking teacher education programs to teach about Indigenous communities, their way of life, past, present and future concerns that local Indigenous communities encounter in Wisconsin. The legal requirements of ACT 31 of teacher education programs are critically analyzed as they worthy of deeper examination with respect to how they are understood and implemented. In this case study-based presentation, I as a Non-Indigenous racialized Canadian educator share my experiences with the implementation of ACT 31 in two courses taught at a mid-sized Mid-West university. My teaching experiences and the critical analysis of ACT 31, questions the ethical and legal responsibility teacher education programs demonstrate when teaching Indigenous topics and courses. In this case study-based presentation, I offer an analysis of ACT 31 and two teaching experiences in a Mid-West University. The analysis offers key insights from the perspectives of a Non-Indigenous educator who is racialized. The significance of positionality is unpacked to demonstrate similar challenges of power and privilege in equity-based initiatives. Moreover, the soft policy undertones that are present in ACT 31 are highlighted and questioned for the commitment and engagement with creating awareness and knowledge about local Indigenous communities in Wisconsin. This presentation will consist of a 40 minutes PowerPoint based presentation and 20 minutes of a discussion period with the audience.