This paper describes the current situation for Aboriginal and Torres Strait Islander graduates entering the workforce and compares this with personal reflections from current Indigenous students engaged in the tertiary setting. The purpose is twofold: first, to promote Aboriginal and Torres Strait Islander student voice; and second, to provide an avenue for this voice to contribute to and influence the design of employability programs in higher education. This study examines how the use of Indigenous research methods, such as yarning/yarning circles, can effectively and ethically collect data to amplify and promote the student voice in ways that conventional Western research methods currently fail to do. This amplified voice can create a platform for researchers and practitioners to understand students' views and implement informed and tailored approaches to planning programs and delivering curriculum; in this case, employability-readiness skill sets for Aboriginal and Torres Strait Islander students in higher education. The findings are analysed thematically, and recommendations presented for higher-education institutions to consider when creating pedagogical approaches for the employability readiness of Aboriginal and Torres Strait Islander graduates.