How can a single-day cluster of public learning activities contribute to a larger ongoing public humanities agenda? This essay’s co-authors—facilitators of a public lecture and associated activities sponsored by a university academic department—revisit their strategic efforts to provide leadership for the one-day series of interconnected events, anchored in a Native scholar’s public lecture on sovereignty and citizenship. We write from a predominantly white university geographically removed from Native nations’ reservations and lacking a full-fledged curriculum in Indigenous studies. Yet we also write as members of a consortium committed to enhancing reciprocal learning with Indigenous peoples. Thus, we aimed to set this one-day program within our local collaborative’s sustained work to develop curriculum; engage multiple audiences in topics important to Native studies; and foster networks linking students, faculty, and staff with Native community members. In making visible aspects of “doing” public humanities that often remain unrecorded, this case study will assist others interested in taking on public humanities work, whether a small-scale, single-day program or initiatives extended across a long-term calendar. After describing the ongoing work, one university and Native community partners have been carrying out through a Native and Indigenous Peoples Initiative, and situating those efforts in connection with our collaborative’s shared values for community building, the essay revisits event management steps taken to tap into and support that endeavor. Acknowledging successful elements alongside challenges and opportunities not fully achieved, our case study also offers approaches for collaborative evaluation of public humanities programming.