我國憲法增修條文第十條第十二項明定「國家應依民族意願，保障原住民族之地位及政治參與，並對其教育文化、…予以保障扶助並促其發展…」。《原住民族教育法》也依憲法精神制定，並於1998年公佈實施，成為原住民族教育發展及維護原住民之民族教育權重要的法律依據。回顧與審視相關教育法令及施政，可知教育機會均等一直是政府推動教育改革的重點，其所強調的教育機會均等是指學生能夠得到公平適性的教育，不會因學生的背景差異而受到不當的差別待遇。本文主要的目的，即在檢視原住民族教育在教育機會均等的政策理念下所呈現的樣貌，從教育機會均等的角度，來檢視我國原住民族教育的發展，教育指標中所呈現的原漢及城鄉差距，以及教育機會均等概念下的迷思。

Article 10 of the Amended Constitution reads ”The State shall, in accordance with the will of the ethnic groups, safeguard the status and political participation of the aborigines. The State shall also guarantee and provide assistance and encouragement for aboriginal education, culture, transportation….” In 1998, the President announced the Aboriginal education Act, which has safeguarded the educational rights of Indigenous Peoples and laid down its legal basis. The equality of educational opportunity has guided the educational policy, and all students should be provided with equal access to educational programs and services regardless of their social background. This paper analyzed the development of Indigenous education from the perspective of the equality of educational opportunity, and examined the educational gaps that exist between Indigenous students and their Han peers, as well as the myth of the concept of equality of educational opportunity.