In this paper we report trends over time of performance of non-Indigenous and Indigenous students on the Numeracy component of the NAPLAN tests. Possible links between student performance on the NAPLAN Numeracy test and the four components--Reading, Writing, Spelling, and Grammar--of the NAPLAN Literacy test were also explored. While the performance of both groups of students at all grade levels have remained fairly consistent over time, there were differences in the aspects of literacy most strongly related to the numeracy performance of the two groups.