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Place-based learning has a rich literature in Arctic Indigenous education, and it continues to be a central principle of decolonizing classrooms and educational praxis. 3D heritage preservation for education has primarily focused on the digitization of European cultural heritage sites and objects to create immersive educational experiences for classroom and public use. Using 3D technologies for the preservation and perpetuation of Arctic and Subarctic Indigenous heritage has also been gaining ground and shifting the focus to questions of ethical use of technologies, Indigenous Data Governance, and collaborating with Indigenous communities. Looking at collaborations with Arctic and Subarctic Indigenous communities on projects that use 3D and associated technologies for heritage preservation and perpetuation helps better understand place-based educational opportunities using emerging technologies. In this paper, we explore how 3D and related technologies can contribute to place-based learning and educational goals of Arctic Indigenous communities through digital knowledge repatriation.