Since the turn of the 20th century stolen Indigenous objects, stories, songs, and symbols have proliferated in the North American camping sector, and white-settler camp educators have enabled this appropriation of Indigenous land and culture. This research examines strategies used by camp educators to dispose of racialized costumes and uproot traditions of cultural appropriation and racial plagiarism. With Camp Ahmek as my case study, I examine strategies used by camp staff to repatriate costumes and props as they work to dismantle racialized traditions of make believe. I highlight Indigenous educators over the last century who have worked in summer camps, and acted with agency to safeguard cultural practices. I trace the rate of change, the patterns of curricular reform, and the success of interventions in order to understand the broader phenomenon of cultural appropriation. Ultimately, I conclude that cultural appropriation is a complex process of intellectual and cultural theft, which resists intervention and persists in many material and immaterial forms. Correspondingly, it requires an equally complex, long-term commitment to decolonizing practices directed by Indigenous educators.