Considerable progress has been made in Australia toward the attainment of equitable educational outcomes by Aboriginal people during the past 30 years, and by people of the Torres Strait Islands during the past 15 years. Although parity of outcomes has not yet been achieved, Indigenous education is now positioned within the core business of both government and non-government education systems, and a range of initiatives are taking place both at the policy and the school levels. It essential, however, that teachers are aware of the issues that impact on Indigenous students' learning. The issue of culture is problematic, because educators often assume there is a single Aboriginal or Torres Strait culture, which leads to stereotyping. All students need to be accepted as individuals, and provided with educational opportunities accordingly. The critical period for identity formation is childhood and adolescence, which means that in both primary and secondary schools, teacher interactions with students can influence how students construct their identities. Low expectations of children can result in low self-esteem. Aboriginal children need positive support to overcome negative self-concept and low self-esteem. Educational inequality is related to unequal power relationships. Schools can develop in students the knowledge and skills to contribute to social change and justice. Teacher educators must incorporate these issues into pre-service, in-service, and professional development programs for all teachers. (TD)