When considering higher education, the voices and experiences of minority researchers are often absent. Within educational research, in particular, the voices and cultural realities of minority teachers are rarely valued and are often ignored. This paper is my attempt to “be heard”, particularly in relation to the education of Tongan males in Aotearoa. I am a Tongan teacher–researcher, and, through the autoethnographical approach, I have discovered a way to tell my story and, in doing so, legitimise my knowledge.