Through strengths-based approaches, this article examines current and future ethnomathematics research in the design and implementation of professional development for educators and teacher educators. The inclusion of indigenous mathematics beginning in Hawai‘i and the Pacific leads to synergistic efforts and collective impact in global indigenous communities. By drawing on our unique strengths, we strive to create spaces and support voices that have and will continue to emerge by honoring culturally responsive, place-based methodologies and strategies. The expertise that exists in our communities, schools, and families is the foundation in the production of knowledge for empowerment to achieve equitable and quality mathematics education.