Many teachers continue to grapple with how to include Aboriginal content into their curriculum as they fear offending Aboriginal people and doing more harm than good. In our current neoliberalNeoliberal context, where narrow Western versions of success dominate the education landscape, there is little room for alternative knowledges, curriculum, and pedagogies that strive to develop the whole child and connect them to their culture, community, and CountryCountry. This chapter explores factors that hinder teachers’ capacity to authentically and ethically integrate local Aboriginal community knowledges into their teaching practices for all students and particularly to support Aboriginal students often alienated by the system. Following an analysis of the current Australian CurriculumCurriculumAustralian, we consider Aboriginal approaches to communicating unique onto-epistemological understandings of the world. We then apply the Learning From Country FrameworkLearning from Country Framework to demonstrate the processes educators can follow to embed Aboriginal ways of knowing, being, doing and connecting into their curriculum content, pedagogies, and, indeed, daily practices to develop an Aboriginal curriculum narrative.