Embedding Indigenous Knowledges into Geospatial Science and Surveying is not only academically and professionally relevant but is also a necessary step toward ethical and culturally responsive spatial practice. We should be preparing our students to be able to engage with Indigenous knowledges and communities in their professional practice. A cornerstone of culturally responsible spatial practice is acquiring some understanding of and experience with Indigenous knowledge systems. As part of its Reconciliation Action Plan, RMIT University has made five Indigenous Strategic Commitments, one of which relates to Indigenous Knowledges. This Commitment includes a related Education Plan and Principles. These principles stress the need for authenticity and respect in the approach, an awareness of power dynamics, and commitments to collaboration and relationality. This project introduces a teaching innovation designed to support academic staff in embedding Indigenous Knowledges into Geospatial Science and Surveying curricula through a structured, relationship-centred approach. The innovation takes the form of a scaffolded professional learning and curriculum co-design program that guides educators through (1) foundational learning about Indigenous knowledge systems that are relevant to their course, (2) protocols for ethical engagement, and (3) supported opportunities to collaborate with Indigenous knowledge holders in curriculum development.