There are growing calls for a decolonised curriculum. With the study reported on here, I offered an understanding of this critical topic through student voices. In this study, I illustrated how super heroes and their stories could contribute to decolonised teaching informed by the findings of the research. I specifically used the views of 30 final-year students enrolled in a strategic management course at a rural university in South Africa. Data were collected using a focus-group technique relying on group interviews. Students were asked to evaluate their experiences during the semester-long course, focusing on their understanding of aspects that could be improved given the decolonial tide. Two narratives emerged from the analysis as crucial findings. Firstly, the students expressed a desire for super heroes in the form of individuals that they can relate to to feature in higher education teaching. Secondly, related to the first request, the students also needed stories relatable to their context as a dominant feature in such teaching. I interrogate the role of the 2 findings in informing a decolonised curriculum and improving my teaching practice.