The years following the end of martial law and the democratization of Taiwan have been marked by sizable political and social reform. In the interests of increasing social participation and decreasing direct state control of economic and social development programs, public-private partnerships (PPP) have been emphasized as the primary means to provide public services. Through an investigation into the functioning of a landmark project in the newest wave of educational reform orientated toward the localization and indigenization of elementary school educational materials, this paper will investigate the role that private entities have taken in the provision of education services. The extent that the privatization of education services serves to meet the goals and standards of Indigenous education will be discussed using a theoretical framework developed through the application of Tribal Critical Race Theory and Culturally Responsive Schooling. Semi-structured interviews with administrators, teachers, artists, and editors tasked with developing Indigenous centered learning materials problematize and question the procedural norms, conflicts of interest, and structural bias exacerbated by the increased presence of private entities. Through the experiences and counter narratives of participants, the issues of local alienation, limited consultation, and restricted Indigenous participation are revealed to be core issues in promoting Indigenous sovereignty and self-determination, tackling racism, and engaging with Indigenous epistemologies. This rare evaluation of the means by which multicultural education projects are realized by market-based forces acts to highlight the obstacles and practical limitations of PPP in the provision of essential public services in Indigenous areas.