This paper focuses on contextual issues arising during an ethnographic study of mathematics instruction for Aboriginal children in New South Wales, Australia. Conversational interviews with Aboriginal children in grades 5-6, Aboriginal parents, and Aboriginal and non-Aboriginal teachers and staff identified context as 1 of 17 core categories of beliefs related to the learning and teaching of mathematics. Aboriginal parents and Aboriginal educators were well aware of contextual influences on the learning of Aboriginal children, and they commented on such issues as institutional racism, the great differences between school and community environments, language differences, the low expectations of non-Aboriginal teachers for Aboriginal children, the lack of employment in Aboriginal communities, discipline policies, and the poor relationships between school and many Aboriginal parents. Non-Aboriginal teachers focused on the Aboriginal child in school, home-school differences, and the teacher's role. Tables summarize the comments of Aboriginal students, parents, and educators and non-Aboriginal teachers in the following subcategories: Aboriginal children and school, racism and discrimination, community, discipline and student behavior, Aboriginal parents, expectations, teacher's role, and language. Sample comments are included. (Contains 12 references.) (SV)