In Latin America, intercultural education aims to acknowledge the cultural, ethnic, and linguistic diversity of its citizens, and to advance the efforts to dismantle the oppression of such diversity, particularly that of Indigenous and Afro-descendant peoples. While discussions of intercultural education often reference such peoples as their target beneficiaries, too few studies addressing the professional development of teachers recognize the importance of Indigenous scholarship, pedagogies and methodologies themselves as resources for the advancement of the theory and practice of intercultural education. This article engages in theoretical reflection in order to highlight well-documented Indigenous methodologies for teaching and learning, and their implications for professional development for enriched intercultural education. The authors emphasize the need for greater attention to the work and scholarship of intercultural and Indigenous university graduates to lead the way in the development of intercultural education professionals.