This mixed-methods study taps into the salient features of knowledge mobilization and sociocultural conditions that shape postsecondary international student experiences with Indigenous cultures and commitment to allyship--a consistent gap identified in the literature. In the qualitative phase, international students from a Canadian university participated in a semistructured interview inviting them to share their Indigenous learning experiences and reflections on their allyship. The quantitative phase involved international students who completed a questionnaire, interpreted with principal component analysis (PCA) and correlation analyses. The findings highlighted several themes underlying international student--Indigenous allyship: multicultural contexts, sources of learning, perceptions of indigeneity, cultural similarities, and sociocultural barriers. Key gaps emerged in the relational contexts of allyship, access to cross-cultural opportunities, and weaving Indigenous-led knowledge in curricula. Most importantly, the findings suggest that the international student--Indigenous allyship is a complex sociopolitical process beyond acculturation and intercultural competence, which requires critical discussions on international students' roles in settler colonialism and decolonization.