Taiwan has cast multicultural policies as a remedy for inequalities and injustices its 16 Indigenous groups face. Such policies aim to revive Indigenous languages and cultures and create a more welcoming and inclusive environment in schools. Despite the fact that Indigenous people are expected to be primary beneficiaries of these policies, not much is known about how they have affected Indigenous students and communities, if at all. Relying on in-depth semi-structured interviews with 16 Indigenous participants, this paper explores whether the policies have accomplished or are on the way to accomplishing the goals set, as seen by Indigenous people. The findings show that the multicultural approach to education is still informed by assimilationist logic that expects Indigenous people to adjust to the culture and orientations of the dominant group, and as such, does not redress the existing injustices and inequalities.