<p>Setting an appropriate research design is crucial for honouring and respecting Indigenous Australian knowledge and culture. Shifting from colonialist paradigms, this study embraced methodologies grounded in Indigenous ways of knowing, being and doing, thereby creating spaces for Indigenous perspectives and voices to be meaningfully integrated. This study aimed to learn from and with young Indigenous students regarding their experiences with gifted education programs. To connect with their lived experiences, Yarning (storying), Dadirri (deep listening) and Ganma (knowledge sharing) were used alongside Participatory Action Research (PAR), forming a cyclical process that foregrounded student voice. Each participant was involved as a co-researcher—an Indigenous knowledge holder and co-creator of the emerging knowledges stemming from the PAR approach. Informed by Critical Race Theory (CRT) and Indigenous Standpoint Theory (IST), this study draws on the knowledges of young Indigenous students when coming together at the cultural interface. Through careful consideration given to relationship building, critical reflexivity and ongoing negotiation, this methodological approach offered valuable opportunities for Indigenous students to drive the research process. Importantly, this paper foregrounds student reflections on the research journey itself, with these insights becoming vital sources of knowledge.</p>