After centuries of assimilationist education policies aimed at Indigenous peoples, many countries have recently implemented innovative Indigenous schooling systems and curricula that recognize cultural values and the richness of Indigenous knowledge and epistemologies. Despite facing challenges in implementation, these new policies have sparked numerous innovative and creative experiences of 'indigenization' in schools across different countries. Gradually, some schools have incorporated local knowledge systems that include spirituality, seasonal knowledges, and other local and cultural rituals or practices. For example, in Brazil, following the 1988 Constitution, Indigenous schooling policies now officially recognize Indigenous languages and knowledge. This includes the development of intercultural training courses for Indigenous teachers working within their communities. Although challenges remain, innovative schooling experiences have emerged through the initiatives of Indigenous teachers and students. In Canada, with the 2015 Truth and Reconciliation Commission report, Indigenous Peoples are continuing to do the work in renewing and building their education forms. From indigenizing the curriculum to creating Indigenous knowledge frameworks, to trauma-informed training, etc. there has been a lot of strong work to fulfil the need of valuing Indigenous knowledges. In Mexico, Indigenous Education (Intercultural Bilingual Education) began in basic education programs in 2000, initially adding a "language and culture" course to the curriculum without broader adjustments for Indigenous contexts. The National Pedagogical University initiated Indigenous teacher training a decade earlier, and the 2000s saw the opening of Intercultural Universities. Despite over 24 years of intercultural education, several challenges persist. The roundtable aims to discuss the features of the indigenous education policies in different countries, the challenges they have encountered, the possibilities they have opened, the continuities and discontinuities from the former policies, and the creative solutions Indigenous teachers and students have found for transforming schools.