Indigenous communities exist in many different contexts, from remote rural locations to the heart of Canada’s urban centres. Our communities are not only defined by geographical boundaries but are also built inherently on the relationships within these spaces. University and community college campuses are recent sites of community for Indigenous peoples. Postsecondary institutions are communities unto themselves in relation to the cities and towns with which they coexist. Aboriginal peoples have generally not had a positive experience with educational institutions in Canada. Over the last sixty years, however, Indigenous scholars, administrators, and staff, along with their allies, have been tirelessly transforming our universities and colleges into places of community for Indigenous peoples. This chapter explores the key role Indigenous leadership continues to play in the development and implementation of institutional changes to improve the postsecondary experiences ofAboriginal peoples. This leadership is evident in a wide variety of academic disciplines where programs have been changed to include a First Nations specialization or focus. It is also evident in the inclusion of Indigenous content and more inclusive pedagogical approaches. These systemic changes to policies and practices directly affect Aboriginal student engagement and success. As an assistant professor, I am honoured to add my voice to this conversation on Indigenous leadership. My use of the first person suggests that I speak from a position of some understanding. I recognize that in this stage of my career and my life I am still learning, but I also take seriously my responsibility to share what I have witnessed in my research and my lived experiences. In this chapter, I present the lessons I learned as I researched and explored higher education’s responsibilities to Aboriginal peoples within an Indigenous framework. This research involved over two