Many educators in Australian schools are becoming aware of the need to address the imbalance in the content of humanities or integrated studies curriculum in relation to indigenous perspectives within primary and secondary schools. Over the past few years, attempts have been made by various state and national educational bodies to create programmes and curriculum documentation to focus on this area. This paper accounts the journey that Wesley College has taken to address this imbalance in the curriculum through collaboration with Australia's indigenous people from the Bunuba and Walmajarri tribes of the Kimberley region.