The history of higher education in the United States is deeply rooted in colonialism. The communication discipline and the field of communication, teaching, and learning find themselves unable to completely sever their ties to settler/colonialism, white supremacy, and other dehumanizing ideologies. As the authors navigate the complexities of settler colonialism within the framework of university institutions, it becomes imperative to chart a course towards decolonial futures. The first area the authors suggest is expanding land-based pedagogy across the discipline. All too often, the authors see communication theory and pedagogy being conceptualized as separate from the body, land, water, and sky. These erasures have real materials consequences for historically marginalized communities. The embodiment of theory urges a shift towards centering the lived experiences and perspectives of Indigenous communities who have, for generations, articulated these connections. Embracing these future directions can pave the way for more equitable and inclusive educational practices. Second, the authors argue institutions of higher education should work to articulate a language of reconciliation with their colonial legacies. Part of this work is in identifying and eliminating those practices that support ongoing harm and erasure of Indigenous people and their ways of knowing.