This paper examines 1) the racialized construction of the Australian Curriculum Health and Physical Education (AC:HPE) and 2) the utility of Indigenous games as a key mechanism to disrupting the re-production of racialized norms, to 3) facilitate reconciliation between Indigenous and non-Indigenous Australia via the AC:HPE space. Since the Australian Sports Commission published Yulunga Traditional Indigenous games (Edwards & Meston, 2008), many Health and Physical Education (HPE) teachers have experimented with where, how and why these games belong in the HPE curriculum. We argue that Indigenous games have clear educative purposes and are a 'natural opportunity' (Nakata, 2011) to embed Aboriginal and Torres Strait Islander knowledges in the AC:HPE. In utilising Indigenous games inside the AC: HPE space however, educators must grapple with the legacies of White hegemonic knowledge (Yunkaporta & McGinty, 2009; Moreton-Robinson, 2013). In working to mobilise competency across these divides Nakata’s (2007) cultural interface is foregrounded as a key mechanism that enables educators to critique and traverse normative hegemonies in order to remake these spaces. The paper illustrates the ‘messy’ curriculum work that needs to happen more broadly with embedding Indigenous knowledges within the disciplinary traditions of HPE and the personal, political and professional responsibilities that HPE educators are charged with in doing so.