This case study illustrates the use of photo-cued interviewing to improve postsecondary education for students from rural Indigenous communities in Peru. We explored (a) how access to postsecondary education influenced the identity development of rural first-generation Indigenous students in Peru, and (b) how postsecondary education can be improved to support their identities, needs, and goals. A total of 31 participants took photos that represented their response to "Who am I?" and how postsecondary education strengthened, threatened, or otherwise changed their identities. We then talked with the participants about what the photos represented about their identities and experiences. At the conclusion of the interviews, we invited participants to offer recommendations for improving postsecondary education to support students like themselves. Finally, in collaboration with the participants and local government authorities, we hosted a photo exhibition that depicted participants' experiences and invited policymakers and the public to consider how to better support rural first-generation Indigenous students. We reflect on our study--both our methods and the execution of our study overall--to offer practical lessons useful for educational researchers who plan to conduct similar action-oriented, student voice, and visual participatory work with Indigenous and other marginalized community members. [This content is provided in the format of an e-book.]