This article presents the results of an interpretive case study of three lecturers teaching a physical science module. The purpose of the study was to explore the lecturers' reflections on their understanding of the Modular Object-Oriented Dynamic Learning Environment (Moodle) as a platform to decolonise the university curriculum. Purposive, with convenience, sampling identified the three most accessible lecturers. An emailed reflective activity, one-on-one semi-structured interviews, and Moodle observations were utilised for data production. Inductive and deductive processes were used to ensure guided analysis of the produced data. The article argues that the Moodle learning management platform (LMP) has the potential to decolonise the university curriculum. The study concluded that the lecturers reflected well in all curriculum signals based on their informal, formal and personal LMPs in order to address all the needs. Consequently, the study recommends that lecturers understand the curriculum signals of each Moodle platform, before teaching and learning take place, in order to to decolonise the university curriculum.