This paper reports findings from a study investigating trends in character, historical setting, authorship and themes across Victorian Certificate of Education (VCE) text selection lists between 2010 and 2019. We address the fictionalisation and imagining of Australian history through narratives about Indigeneity and settler-colonisation. While we will describe positive trends that have emerged over time, by and large this study agrees with Leane's (2016) and Langton's (1993) assertions regarding the transmission of knowledge and representation of Indigeneity and Australian history in the classroom; namely, there is an under-representation of Indigenous authors, poets, playwrights, film directors, and complex, non-stereotypical character-types and an over-representation of non-Indigenous authors representing themes and stories of Indigeneity, reconciliation and colonisation.