Although sense of belonging has been conceptualized by higher education institutions in marginalizing ways, we reclaim the construct as authentic relationships characterized by humanization, mutuality, and respect for students’ cultural assets, values, and social identities. To dismantle colonizing perspectives and foreground Indigenous ways of knowing and being, our study reflects the narratives of three cis male, Indigenous graduate and professional students and their educational experiences in the US. In a collective case study with an autoethnographic lens, our findings highlight decolonizing aspects of belonging, embracing Indigenous values of the Peoplehood matrix, emphasizing relationality in community, and bridging Indigenous knowledge with academe.