This article explores how multicultural discourses impact the reception of Aboriginal teachers, and the Aboriginal knowledge, history, and experience they bring into Canadian public schools. The author argues that what happens to Aboriginal teachers in Canadian public schools as they attempt to include Aboriginal content and perspectives is a microcosm of what happens at the political and national levels in regard to Aboriginal peoples' claims to land and sovereignty in Canada. The author begins with a brief discussion of multicultural policy and legislation in Canada. Then the author reviews some of the general criticisms of multiculturalism and, most importantly, some of the basic reasons Aboriginal people reject having their claims and rights framed within multiculturalism. The article then draws on data from two recent studies that have explored the experiences of Aboriginal teachers as they seek to include Aboriginal content and perspectives into public schools. (Contains 2 notes.)