This chapter presents a case study on Decolonising Medicine, a pioneering module within the medical sciences programme, developed through collaboration between academics and students. It addresses the urgent need to challenge the dominance of white, Global North perspectives in medical education and critically reflects on the tensions involved in embedding decolonial approaches within the discipline. Central to the module is a student-centred pedagogy that employs active learning strategies, including flipped classrooms, debates, reflective journals, and resource creation. Students are positioned as co-creators, contributing to the module’s evolution and engaging in academic activities such as co-authoring publications and presenting at events. The chapter aims to dismantle traditional hierarchies while maintaining academic rigour, offering a reflective and practical account of the module’s development, impact, and challenges. It concludes with a call to action for educators to embrace discomfort, foster student partnerships, and reimagine inclusive curricula through decolonial pedagogical practices.