Educators and practitioners carry heavy obligations of responsibility for identifying knowledge and skills needed to assist those seeking to chart Response Ability Pathways toward reclaiming children, young people, and families who face some of society's greatest challenges. Teachers, social workers, and youth workers require dedicated education in the professional arts of helping if they are to transfer specialised learning from college and university classrooms to the realities of direct practice with indigenous communities in different parts of the world. Some assert that colleges and universities should recruit educators with terminal degrees regardless of practice experience. Other learning institutions have re-trained faculty from unrelated disciplines, operating as if the skills of special education or child and youth care can be acquired through magic. Indigenous families throughout the world share parallel world views which can clash with the beliefs and methods of professionals trained in Western cultural traditions. This article provides signposts for building cultural safety in work with indigenous groups.