This thesis examines the relevance and application of permanent language resources to contexts of second language education. Semi-structured interviews were conducted with adult language learners and teachers at Onkwawén:na Kentyóhkwa, a Kanien'kéha immersion school, to gather perceptions and ideas on how and what types of data collected in linguistic documentation projects could be utilized to create language learning materials. Kanien'kéha students and teachers were also asked to comment on their perceptions of or experiences with documentary linguists and how these relationships could be improved. Contributors provided insight on materials and resources which they believe would aid in language learning and fluency development as well as specific requests for documentation, including motherese, idiomatic expressions and every day, interactional speech. Contributors also provided information on how the field of language documentation and its practices could be improved and made suggestions for ways in which linguists could help Indigenous language education programs succeed.