With shifting societal and learner needs, expectations, and experiences, course design must evolve to best support students in both adapting to and creating change. By incorporating the Toward a Liberated Learning Spirit (TALLS) model into backward course design, courses can be designed to encourage intellectual risk-taking and attend to diverse knowledge and ways of knowing that disrupt oppressive and colonizing practices in both content and structure. This article outlines the use of the TALLS model in the backward design of a Native Movement undergraduate course to showcase how courses can be developed for engagement, inclusivity, and active and justice-forward learning.