Three themes are set out in this paper. The first is that learning about ecologically sensitive living–and putting that living into practice–are central to Aboriginal indigenous education. Second, Australia's first peoples were and are deprived of landscapes providing the base to their spirituality; continuing processes maintain that loss of independence. The third is that Aboriginal and non-Aboriginal Australians need to address quickly courses of action which provide for a reinvigoration of that landscape connection and independence. This need has points of significance for environmental educators, several of which are presented.