The re-empowerment of Indigenous women is connected to sovereignty and a need to re-claim and re-story what was taken through a process of colonization (RedBird, 1995, Watson, 2007, Bunda, 2007, Fredericks, 2010). In Australia, a site for this re-clamation of sovereignty has gathered momentum in the halls of academia making it an epistemic battleground (Moreton-Robinson, 2011, Fredericks, 2009). Brought into focus is the need for Indigenous women to use formal and informal mentoring to bring up the next generation of Indigenous academic women who can continue the process of re-empowerment and de-colonization. This paper includes a discussion of a formal mentoring program: Tiddas Showin’ Up, Talkin’ Up and Puttin’ Up: Indigenous Women and Educational Leadership (Bunda & White, 2009), which both authors participated in. It also discusses informal mentoring, drawing on cultural ways evident in Aboriginal tradition, (White, 2010, Watson) and Aboriginal ways of being, knowing and doing (Martin, 2008, Wyld, 2011), ways that are sometimes at odds in the competitive world of research and education. This paper is presented as narrative, written by two Aboriginal women,or Tiddas, who have successfully experienced mentoring as re-empowerment, both as mentor and mentee. Narrative as an academic device proves that “The telling of our stories provides a sense of our individual and collective experiences in the naming of all that was and is, and all that has been distorted, erased, and altered to suit the needs of the colonizer. This form of articulating is part of Aboriginal women’s resistance to the ongoing process and impacts of colonization and part of our re-empowering of ourselves as Aboriginal women” (Fredericks, 2010, p. 549).