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Educational policies indicate that the role of an Aboriginal Education Officer (AEO) is to build on contextual understanding and provide culturally appropriate support to assist Aboriginal and/or Torres Strait Islander students’ learning. There is little research exploring the role of the AEO from the perspective of Aboriginal peoples. The stories of four AEOs from New South Wales, Australia, will be shared through a narrative case study. This article will focus on AEOs’ experiences when they were initially employed in their schools. Findings suggest that the lack of clarity within the state-wide AEO statement of duties impacted the schools’ delegation to the AEOs. This, in turn impacted on the AEOs’ initial experience in the role and the inclusion of tasks that AEOs felt were outside of their expectations. Policy states that more Aboriginal educators are required in education systems but there are continual hurdles that AEOs face that prevent them from successfully performing their duties.