Two key stakeholders in enhancing and building Aboriginal children's capacity to learn mathematics are teachers and the Aboriginal children themselves. In Australian schools it is often the case that the two groups come from different cultural backgrounds with very differing life experiences. This paper reports on an ethnographic study and focuses on the beliefs of Aboriginal children and their teachers about learning mathematics. It suggests significant issues that teachers need to acknowledge in providing appropriate learning environments for Aboriginal children. [For complete proceedings, see ED496848.]