The purpose of this article is to justify the value of Indigenous research paradigms, specifically in the context of research on language acquisition. This argument has implications not only for research on language acquisition and the practice of language instruction but also for qualitative research, more broadly. Specifically, depending on the context of a given research project, it may be critical for educational researchers to value and respect Indigenous epistemologies and worldviews; otherwise, educational research endeavors may be adding to knowledge at the expense of devaluing research participants and local communities.