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There is no shortage of discussion on decolonising in higher education, but a lack of insight regarding the practical implications for staff who aim to embed decoloniality in their teaching practice. This chapter contributes towards addressing this gap. Informed by a decolonial lens, two scholars articulate three stages in their pedagogical approach, and the impact, in an internationalised classroom in a UK university. This systematic approach centres on ‘deconstruction’ of dominant knowledge constructs, ‘empowerment’ to enable knowledge co-construction, and ‘reflection’ on pedagogical experience as part of students’ educational journey. Hence, through observation, reflection, action, and refinements in our practice, we provide practical suggestions that legitimise diverse knowledge, create a sense of responsibility for own learning within a safe space for critical conversations, and reject the deficit-based approach for asset-based approach. The chapter, thus, contributes to discourses around decolonising curriculum with implications for pedagogy, practice, and policy development in higher education.