This paper presents a case study of homelands education in North East Arnhem Land. It explores how structural inequities in education systems mitigate against schools which do not align with mainstream norms. In particular, it looks at a hub-and-spoke system of micro schools--officially designated as homeland learning centres (HLCs)--serving some of the most remote, linguistically diverse and traditionally oriented students in Australia. The authors question why governments have persistently overlooked or failed to support homelands education delivered through a hub-and-spoke school model, even when it has strong community support, a track record of producing positive outcomes and articulates effectively with post-school employment opportunities. More generally, they argue that supporting self-determination requires greater recognition of non-mainstream schooling models to support students and communities in remote Australia.