In Sápmi, there are many stories and traditions tied to skábma, or the dark time of midwinter. Skábma is considered a sacred time and space. Some of the stories and traditions, which stem from Sámi Indigenous religion and are related to various invisible beings, are still passed on through oral traditions and storytelling. This article explores what it can mean for children, educators and researchers to creatively engage with lesser-known Indigenous religious traditions, stories told by older generations and current traditions, in ways that give further life to them. The research aim is twofold: the article studies both how co-research within an Indigenous context is conducted, and how educators and children in a Sámi Early Childhood Education and Care (ECEC) centre managed activities and searched for and created new stories based on skábma traditions. The research question is: In what ways can strengthening storytelling in the ECEC setting function as a contribution to Sámi decolonisation processes? The research materials were collected through ethnographic fieldwork. The fieldwork was methodologically framed as critical utopian action research that considers the social learning of the children, educators and researchers that participated in the activities. Accordingly, this article shows how educators and children at an ECEC centre in Sápmi conducted activities to search for and create new skábma stories based on Indigenous traditions. The researchers were invited to learn about stories and traditions in which their attentiveness to the present was connected to valuing the past and taking responsibility for a sustainable future. The latter was achieved via storytelling by the educators, a duodji (Sámi craft) activity and children’s playtime. The article concludes by discussing how the search for and creation of traditions, such as sharing food with ancestors, involve decolonising processes.