Both-ways education is a philosophy of practice that has long been associated with Northern Territory remote communities, at all levels of education. Both-ways education has taken on many forms and meanings ranging from biculturalism, bilingual education, two-way learning, cross-cultural learning and both-ways teaching and learning. This paper will focus on exploring the both-ways philosophy and practice in relation to NT remote tertiary educational teaching and learning contexts. How does the theory inform the practice, and what can be drawn on from the past to strengthen and develop a stronger both-ways educational framework for the next generation?