In our article, we examine how Ambelin Kwaymullina explores alternative forms of postcolonial education i.e., through Aboriginal storytelling / yarning. Drawing from ‘Message From the Ngurra Palya’ (2020) and ‘Teacher / Decolonizer’ (2024), as well as ‘Catching Teller Crow’ (2018), written with her brother Ezekiel, we consider how the works mobilize yarning to actively challenge hegemonic forms of education. Yarning, we argue, carries great anti-colonial potential and can be identified as a formally distinct literary approach. Rooted in Indigenous Australian epistemologies, yarning serves as both an educational method and a form of resistance to colonial narratives. Through close readings we highlight its role in fostering connection, transmitting knowledge, and imagining decolonized futures. ‘Message from the Ngurra Palya’ envisions a hybridized educational basis featuring blended Indigenous and Western scientific literacies. ‘Teacher / Decolonizer’ critiques the burdens placed on Indigenous peoples while advocating for inclusive, relational teaching practices. ‘Catching Teller Crow’ embodies yarning through both its form and content, emphasizing intergenerational learning and the recovery of marginalized histories. Collectively, these texts demonstrate how literary yarning can resist hegemonic systems and inspire alternative forms of learning. We call for a broader engagement with yarning as a transformative, decolonial practice, particularly in addressing pressing global challenges.