Worldwide awareness is slowly growing that Indigenous histories and perspectives are, or should be, integral to the attributes of global citizens graduating from our universities. In this context, an investigation of how Indigenous perspectives are being taught in Australian universities offered a heretofore underutilized avenue toward getting every student to engage with ideas relating to race, cultural difference, and social justice. The findings led to the identification of a number of approaches for teaching majority-culture students about minority issues. The author presents results from interviews with Australian faculty engaged in Indigenous teaching and the results' implications.