The learning ministries in Ontario have made a concerted effort to underscore Aboriginal learners' needs and preferences in publicly-funded and assisted schools and training services throughout the province. Through a trilogy of policy documents, the Ontario Ministry of Education (OME) and the Ministry of Training, Colleges and Universities (MTCU) have addressed expanded definitions of learning and sought to unfold the socio-cultural and epistemic values related to Aboriginal student and community worldviews. The policies in many respects represent a poised effort on the part of the learning ministries to improve educators' awareness of culturally-responsive pedagogy, as well as to bring Aboriginal peoples' socio-historical traditions to the fore. While the policy initiatives by Ontario's learning ministries undoubtedly represent a collective attention to Aboriginal learners, the author's line of inquiry is revealing some noteworthy initial findings that are deserving of further analysis. The policy documents reflect a dominant discourse of an assumed normative educative stance; more precisely, the jargon of data-driven outcomes and evaluative statements throughout all three policies seem to implicate upon normative educative paradigms that, in turn, creates a conceptual tension with the self-declared intentions of the policies themselves.