This multiple case study explores the experiences that four Indigenous students have with academic writing as an important step toward addressing the pervasive gap in postsecondary achievement rates between Indigenous and non-Indigenous students in Canada. This study draws on an Indigenous-based research approach, as well as critical and social approaches to academic writing, to explore students’ experiences with academic writing. Interview questions, sketches, and samples of students’ writing were used to elicit accounts of experiences. These experiences point to a perceived distance between the writing the students produce and the writing they feel they ought to produce. Students’ accounts suggest that in spite of their location in a Eurocentric and predominately White institution, Indigenous students can appropriate academic writing for their own purposes and use it as a form of resistance. Implications for pedagogy include the need to create transformative spaces for the negotiation of, and talk about, academic writing.