Mega-sport events (MSE) are frequently cited for their developmental and legacy potentials for host communities, including tourism, sport participation and volunteering. MSE volunteer research has demonstrated the potential to develop volunteers who may contribute to the host community’s social and human capitals. However, little research considers how marginalised groups, such as First Nations or those with disability, may be co-providers of MSE experiences. This paper differs from a dominant quasi-scientific approach to empirical journal articles in that it begins with a reflexive posture drawing upon First nations pedagogy of storytelling. Reflecting upon the volunteers’ social context and drawing upon a dataset of volunteers across 6 MSE in 5 countries (2009–2016), this research explores to what extent First Nations volunteers are considered and included in MSE research and practice, and what differences may exist between First Nations volunteers and others regarding their motivations and future volunteering intentions. The results indicate that significantly more can be done to include First Nations people equitably and respectfully across the design, delivery, and legacy potential of MSE. The results inform a novel framework that provides a map for theory and practice, and thus praxis, for incorporating marginalised groups as full partners across the MSE journey.