The concept of teaching non-Indigenous students about issues in Aboriginal education can not only be left to a 'how to and what works' regimes. This is a bit like a short cut on the computer screen. It works if it works, but if it doesn't work, no one knows where to go next. This paper argues, therefore, for the necessary steps to be taken by students and instructors to examine the reasons for the disadvantage faced by Indigenous students within the education system and to 'tool up' student teachers to be able to reflect and think through reasons behind negative responses and depleted expectations. Cultural and historical knowledge can inform and arm the student teacher with appropriate strategies based on enlightened decision making and empowered judgements.