Collaborative archaeology fosters relationships between communities and archaeologists to create new perspectives of the past. This thesis examines the collaborative process between archaeologists from the Choctaw Nation of Oklahoma’s Historic Preservation Office and myself, aiming to develop a curriculum focusing on Choctaw cultural heritage utilizing archaeology as a tool for Oklahoma history classes. While archaeology education seeks to educate the public about the importance of cultural preservation, it often excludes voices of the descendant communities being discussed. In Oklahoma history classrooms Indigenous voices are rarely represented hindering students’ connection to the past. Through embracing Community-Based Participatory Research (CBPR), this project outlines the collaborative process used to create a curriculum focused on Choctaw cultural heritage. This thesis seeks to provide new insights into collaborative archaeology and archaeology education, and to offer guidance to those interested in pursuing similar projects.