This chapter focuses on early childhood workforce development project that provided funding and opportunity to work intensively with one remote Aboriginal community in the Northern Territory (NT) for a period of three years. The expectation to work 'both-ways' challenges one's work with Aboriginal and Torres Strait Islander colleagues and students at the Batchelor Institute of Indigenous Tertiary Education (BI) in the NT of Australia. Education is seen as being a particularly strong instrument of oppression and assimilation of Indigenous peoples and there has been much criticism of education policy in the NT, including the tertiary education sector. The steady growth of early childhood services in remote NT Indigenous communities has been a result of local requests as well as government intervention. Even in the last five years, high-handed and discriminatory government policies, such as the NT Emergency Response, continue to impose new forms of control on Aboriginal people.