Whilst in the past three decades Taiwan has developed a powerful policy and legal framework to protect and support Indigenous rights and development, culminating in the establishment of the Historical Justice and Transitional Justice Committee, Indigenous peoples are still the most disadvantaged, marginalised, and vulnerable group in the country. This article draws on 24 in-depth semi-structured and unstructured interviews with Indigenous educators, leaders, and academics. Drawing on postcolonial and de-colonial lenses the analysis demonstrates how the legacies of colonialism prevent efforts to address and redress the inequities and injustices Indigenous peoples face. I argue that for transitional and historical justice processes to be successful in supporting Indigenous justice, decolonisation of education needs to become a central purpose.