How to engage Indigenous students in their education particularly to mathematics is a question being regularly discussed within schools and academic forums. This paper proposes embracing the Indigenous methodology of narrative and combining it with existing origami narrative methodologies to engage Indigenous students to mathematics principles at many different cognitive stages. Origami, the art of folding paper or other materials, is an ancient art form that has occurred across multiple societies including Indigenous and non-Indigenous populations where the folding of paper or fabrics has presented cultural knowledge from within that society. This paper reviews the connections between origami and mathematics education as well as their use in an Indigenous setting by incorporating Indigenous narrative aspects into the origami art form. We present theory in support of the use of storigami as an educational tool in Indigenous mathematics classrooms, and we provide original examples of the adaptation of origami techniques for representing and engaging with Australian Indigenous art and culture while simultaneously engaging the students mathematically.