Many Australian Universities are exploring the use of Indigenous Knowledges (IKs) and their application in various industries and educational settings. This becomes increasingly important as social, political, and ecological systems across the world are threatened by environmental crises. Universities in turn are verging upon a new horizon of teaching, learning, education, and research. As they do, it is critical to examine the past and current framing of IKs within the institutional context to gain an accurate understanding of their place and position, and to pave exciting and innovative ways forward. I contend that historically IKs have been seen as a series of artefacts on display in a glass cabinet, or artworks lining the walls and corridors, indicating a static interpretation of Indigenous cultures. Today, IKs are taking their rightful place in national and global discussions about ways of operating that are more sustainable and viable. With the increased profile that IKs are gaining comes the responsibility of identifying what Indigenous Knowledges are, how they are defined, who can use or access them, when, and in what ways. This chapter examines the potential ideas and discussions relating to how universities can support IKs in taking their rightful place in higher education and research, with the overall aim of continuing the dynamic use and expression of IKs while contemporaneously bringing ideas out from behind the glass cabinet and integrating them into the everyday life of the university.