For more than 20 years, there has been effort made within primary and secondary classrooms and curricula to include Indigenous peoples' perspectives. This has been met with mixed reactions from classroom teachers. Initial teacher education academics and providers have also been slow to implement and transform their teaching and learning despite the shift in policy rhetoric. This paper reports on a small pilot study conducted at a Queensland university exploring how academics perceive the inclusion of Indigenous Knowledges within both institutional and professional contexts and initial teacher education programs. Findings varied, however, they generally indicate a lack of institutional and individual responsibility to embed Indigenous Knowledges in initial teacher education. The paper argues for the urgency for change and the need for non-Indigenous academics and initial teacher education providers to begin critical conversations about how Indigenous Knowledges are being silenced within their current practices, and ways in which they can do better.