In Taiwan, substantial resources have been invested in upper-secondary vocational education for Aborigines as a solution to their lack of career development opportunities. This study examined the schooling experiences and career aspirations of Taiwanese indigenous vocational high school students. A case study was designed to collect data through in-depth, semi-structured interviews with 24 aboriginal students in twelfth grade at a Major Indigenous Vocational High School (MIVHS). The findings indicated that aboriginal students experienced mainstream-centric schooling that focused on preparing students for college education with additional support. The schooling contributed to their solid educational aspirations to attend non-prestigious technological colleges and vague occupational aspirations with low occupational self-efficacy. It also enforced their strong cultural aspirations of living in their homelands and benefiting their people. The findings suggest that the MIVHS could provide the culturally responsive schooling for aboriginal students' diversity to facilitate their career development. (Contains 2 tables and 3 notes.)