This contribution consists of the first case study involving the research project INDI-AGE –Indigenous Studies: Curriculum Innovation, Internationalization of Brazilian Universities and Strengthening of National and International Indigenous Researchers which has been funded by the Brazilian Ministry of Education, and involves the participation of the University of Cordoba (Spain) and the Federal University of Sao Carlos (Brazil).The main objective of the project is to analyze the academic, organizational, and cultural factors that contribute to the success of visiting undergraduate indigenous students at the University of Córdoba, and to identify possible barriers that would hinder their progress. We also aim to identify the benefits that Brazilian indigenous students bring to the University of Córdoba, and how the singularity of this institution affects the life experiences and academic trajectories of the indigenous students.We used critical communicative methodology based on the results of the Workaló Project (CREA, 2001-2004) which demonstrated that this perspective of analysis provides effective solutions to overcome inequalities and exclusion beyond ethnocentric and relativistic approaches. Accordingly, indigenous students were part of the research team and participated in all research phases.We collected data using interviews with key informants and life histories from the Brazilian indigenous students. Firstly, we identified personal and context factors that influenced the success and academic empowerment of the indigenous students. Secondly, we examined possible barriers for inclusion that will be considered in the implementation of adequate measures to improve the international experiences of future indigenous students at the University of Cordoba.