This article presents critical intercultural dialogue as a necessary curricular, pedagogical, and decolonial practice to engage and value Indigenous students’ cultural semiotic resources in higher education. Drawing from social semiotics, critical interculturality, and decolonial theory, the article analyzes Indigenous students’ structural barriers to accessing and completing their undergraduate programs. Using examples from pedagogy courses taught in English and reflections and learnings from a research project with Indigenous students, the article underscores and extends lessons to mobilize Indigenous students’ learning paths, sociocultural practices, and languages, showcasing intercultural dialogue within a public university. Reflections on the tensions, constraints, and possibilities to facilitate university stakeholders’ engagement at multiple levels are discussed.