This article draws on the perspectives of five Indigenous women from diverse culturaland academic backgrounds. It is also based on an analysis oftzvo experiences in 2013and 2014 that occurred on unceded Muscjueam First Nations territory, at the Univer­sity of British Columbia (UBC) in Vancouver, British Columbia (BC), and on cededMaori lands at Massey University in Albany, New Zealand. Collectively, the authorsaddress various aspects of what it means to lndigenize the international academy inCanada and Aotearoa/New Zealand. It also examines specific themes in relation totheir Indigenous locations in the colonial post-secondary institutions and Indigenouscommunities of Canada and New Zealand. Specifically, this article considers Canada'sand New Zealand's Indigenous perspectives on community engagement, teachingand learning, research, governance, human resources, and student success in relationto the principles of legal sovereignty, cultural self-determination, activism, rights,and reconciliation.