The "2030 Agenda for Sustainable Development" promotes with the "Sustainable Development Goal 4" a quality education for all and aims to ensure equal access to all levels of education and vocational training for vulnerable groups, such as Indigenous Peoples. However, most education systems are not yet in a position to embrace a culturally appropriate way of teaching children and youth of their Indigenous communities. The "#IndigenousESD" research creates a voice for relevant education stakeholder groups, including Indigenous Elders/leaders, ministry officials, parents, students, and teachers from communities with Indigenous students on their perceptions of quality education. Based on a participatory research approach developed together with Indigenous communities and researchers from around the world, dialogues held in 54 research settings in 26 countries show a focus on the acquisition of twenty-first century competencies for learners amongst the most important aspects of a quality education. For this article, the authors focused on knowledge, attitudes and skills, providing recommendations for policy makers in education to better address the needs and priorities of Indigenous communities. Findings from the research indicate that teaching twenty-first century competencies are at the center of concern in all stakeholder groups, yet want these competencies taught in a context to which Indigenous students can readily relate. Adjusting the pedagogy of delivering these common competencies in the classroom could be an important step towards a feasible and affordable path within existing education systems to better serve Indigenous students and all learners.