Grounded in a three-semester visual program in which a college team collaborated with Truku elementary students using photographs to explore their lives, this paper focuses on the ways that indigenous students constructed their learning experiences. The present study uses the concept of articulation to describe the process through which children connected their lives with their families and communities with the visual project taking place at school: As this visual project was aimed to infiltrate into the fabrics of children’s everyday lives, those who succeeded to negotiate with their guardians to gain full control over their after-school lives were able to incorporate the activities of photo-taking into their free time and engage in friendship-making activities. Additionally, students were raised to be involved in farming activities in which they learned by participating physically rather than listening to verbal explanations. Thus, this way of learning had been inscribed onto their bodies, moving between and sutured the worlds of school learning and community’s manual laboring. Lastly, this study found that students exuberated “groupness” as they negotiated their way with each other establishing their positions in the web of peer relations. Groupness embodied an articulated quality indicating the way that students were related to each other at school was inseparable from their relations after school. Educators need to be attuned to the dynamics of the groupness as it has been somewhat stable, yet open to change, and certainly impacted how students performed in various learning spaces, such as in the case of the visual program.