This chapter examines the intricate relationship between First Knowledging and First Languaging, highlighting their intersection through playfulness and precarity. Drawing on examples from Indigenous reindeer communities in Mongolia and Aboriginal schools across Western Australia, it explores how people live, perform, and negotiate these interwoven practices within and beyond classroom contexts. First Knowledging, rooted in ancestral wisdom, cultural practices, and land-based ontologies, is expressed through First Languaging – fluid, embodied, and spiritually infused forms of communication that transcend conventional linguistic boundaries. Storytelling, yarning, art, and song become vital modes through which these knowledges are enacted, shared, and sustained. Yet, this vitality unfolds amid precarity, as institutional constraints, standardised curricula, and settler-colonial systems continue to marginalise Indigenous ways of knowing and being. Within this tension, playfulness emerges as a radical form of resistance and resilience – a creative force enabling learners to navigate and subvert dominant norms while maintaining continuity with ancestral traditions.