Despite their wealth of cultural and environmental knowledge, indigenous epistemologies are largely excluded and silenced in mainstream environmental discourses. This article explores how storytelling, a pedagogical approach central to indigenous peoples around the globe, can function in classrooms as a culturally sustaining pedagogy which unsilences indigenous cultural and environmental perspectives and ways of knowing. Drawing on the traditional ways of knowing inherent to Mincéirs, an indigenous Irish ethnic group, we argue that the use of indigenous stories allows for the exploration of environmental issues in a holistic, informed and responsive way.