If there is a research field that could benefit from some re-imagining, then it is Indigenous education. We only have to look at Indigenous schooling and higher education statistics over time to know that progress is slow, and in places stationary or going backwards on some measures. While the foundations for Indigenous student success in higher education should be laid during the schooling years, continuing rates of failure in that sector mean the large majority of Indigenous students still arrive at university under-prepared for academic learning demands and therefore require support to succeed. In both sectors Indigenous educational research needs a greater focus on evaluating over the long- term, the effectiveness of strategies for improving Indigenous students' learning outcomes, as well as a greater willingness to interrogate some of the assumptions on which our strategies and programmes are based. This paper was first presented as the 2021 Radford Lecture and focuses on the way student support is provided to Indigenous students during their pathway and undergraduate years. It describes a journey I have been on over the last decade and a half with Indigenous student support staff, research colleagues, and other significant players in two universities where I have initiated a reform process. Author abstract