Indigenous education policy, reviews and reports have consistently sought for the inclusion of Aboriginal and Torres Strait Islander peoples in all levels of decision-making. The notion of Indigenous voice and therefore, providing Aboriginal and Torres Strait Islander peoples opportunity to contribute and address the perceived issues in Indigenous education emulates the notion of self-determination. However, despite policy rhetoric making claim to do this, actions and evidence suggest the silencing and marginalisation of Indigenous peoples. In this chapter, I will provide example of the various mechanisms ‘put in place’ by policy that counter the goodwill intentions shared in policy discourses. Identification of the discursive trickery ‘at play’ to allude to the involvement of Aboriginal and Torres Strait Islander peoples will be explored.