This article demonstrates how the Haudenosaunee concept of goodness is central to the foundational ontology of five Haudenosaunee higher education personnel who were identified by former students as instrumental to their postsecondary student success. Findings regarding participants' roles in student support and incorporation of Indigenous knowledge systems are based on qualitative data. Themes from the participant interviews were the varied pathways to the profession, importance of motivation and encouragement, contributing more than the job description, and incorporation of traditional value systems. Goodness based on the "Good Mind" stood out as fundamental to this process.