Indigenous children are disproportionately impacted by suicide in Canada. Despite the severity of the crisis, limited research has been conducted on the phenomenon. The purpose of this research was to: (1) initiate some of the first conversations related to the factors contributing to this crisis and (2) discuss support that is needed within the classroom to better support both Indigenous children and educators. Since children spend a majority of their day within the classroom, educators were interviewed for the purpose of this study. Thematic analysis of the interviews revealed three main themes and several subthemes related to Indigenous child suicide theory, and four main themes and several subthemes related to supports needed within in the classroom. The findings detail applied implications for suicide prevention and life promotion services within the classroom and education system for Indigenous children, as well as some research related and community-based recommendations.