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Knowledge systems are embedded in sets of values, worldviews, and cosmologies that affect the whole process of knowledge production. Employing an ethnographic method that integrates participant observation, interviews, and focus groups, I explore the contributions, ideas, points of view, and metaphors that individuals of Indigenous origins introduce to the scientific method when they enter Western scientific knowledge systems. This ethnographic exploration focuses on a group of students with a variety of Indigenous backgrounds participating in a field course on introduction to Ecology. Native-born students contribute innovations to the knowledge production process by shaping research questions, methodologies, and result interpretations. These innovations stem from diverse worldviews and epistemologies, and while they could significantly impact scientific knowledge production, the students may not fully appreciate their own relevance. This work may serve as a testimony of the processes of reflection and negotiation with the scientific methods, practices, and values that native students undergo when participating in a Western scientific context.