Indigenous educational models in higher education that incorporate Elder wisdom, knowledge, and experience are supported by educators but often not well understood or implemented. This study provides an in-depth exploration of six Elders' experiences serving as members of university instructor teams in a Rural Human Services university program. Results from individual interviews and a focus group with these Elders yielded important findings as to the positive benefits of this model for students, Elders, and university faculty. Importantly, Elders spoke to the transformation of the curriculum in a way that facilitates and bridges the integration of Indigenous knowledge and experiences with a Eurocentric curriculum.