Teachers have professional obligations to incorporate Indigenous perspectives in their teaching but face challenges due to Western-centric priorities in schools, denying students the benefits gained from Indigenous knowledge. A study conducted with 16 Indigenous educators from Australia, New Zealand, Canada, and the United States offers unique insights into negotiating this problem. The Weaving Stories of Strength project synthesises Indigenous and Western qualitative research methods to reveal practical solutions to enhance teachers’ confidence in incorporating Indigenous knowledge into classrooms. Our findings emphasise the importance of listening to Indigenous voices to ensure schools promote intercultural understanding and adequately serve all learners’ needs.