This contribution engages in conversation with McMahon, Griese, and Kenyon (this issue) to consider how the SURE program they describe represents a pragmatic approach to addressing the issue of underrepresentation of Indigenous people in STEM post-secondary programs. We explore how such programs are generally positioned and how they might be positioned differently to challenge the status quo within Western post-secondary institutions. The challenge arises from moving beyond the immediate pragmatics of addressing an identifiable issue framed as a problem to considering how post-secondary institutions and people developing access recruitment programs might begin unlearning colonialism. [This essay addresses issues raised in the article by Tracey McMahon, Emily Griese, and DanYelle Kenyon entitled: "Cultivating Native American scientists: An application of an Indigenous model to an undergraduate research experience" (EJ1208491).]