Focused on Indigenous education on reserves in Canada’s provinces, this paper explores the need for reform and the potential for Indigenous knowledge (IK) – or Indigenous worldviews, ideas, and ways of knowing – to achieve inclusion. It advances the position that Canada ought to invest in IK-driven education reform in order to fulfil its international obligations toward Indigenous children, and particularly Indigenous children with disabilities. First, it describes historical and current inequities in education for Indigenous students and students with disabilities, and the particular marginalisation of Indigenous students with disabilities living on reserves. Second, it clarifies Canada’s international obligations toward Indigenous children with disabilities in the field of education. Next, it expands on the ideas of Indigenous controlled and IK-based education. Finally, it draws parallels between IK-based and inclusive education and proposes IK-driven education reform as a means of achieving inclusive education on reserves.