While Aboriginal children appear to be particularly disadvantaged in educational performance and outcomes, very little is known about the determinants of school motivation for this group. Commonly it is believed that Aboriginal girls perform better at school and continue longer than Aboriginal boys. This study examined the similarities and differences in Aboriginal girls and boys in the areas of school retention, performance, and intention to complete the Higher School Certificate (HSC); as well as the motivational and situational correlates of school retention and performance for Aboriginal children in mainstream school settings, and sex differences, if any, in the importance of these correlates. Subjects (N=476) Aboriginal students, including 230 males and 246 females from regional high schools representative of schools having Aboriginal students in New South Wales. Data were collected using the Inventory of School Motivation, the Facilitating Conditions Questionnaire, and a background demographic survey. Analyses indicated: (1) major predictors for male and female students were broadly the same with intrinsic motivation and goal directed motivation being the most significant; (2) for females affect to school, parental pressure to leave school, and negative peer influence were the most important predictor variables affecting the female students' intention to complete the HSC; and (3) for males positive school influence, perceived value of school, and school affect were the most important predictor variables affecting their intention to complete the HSC. (ABL)