In Argentina, indigenous children, boys and girls, have to learn in an education system that is monocultural and monolingual. In 2006, “Intercultural Bilingual Educational policies” were adopted and there are now formally certified Indigenous teachers. Indigenous teachers make significant contributions to their communities by serving as cultural brokers, project designers, environmentalists, local agricultural promoters, land defenders, and translators, among others. They connect children and youth to educational opportunities and other rights. Given their own educational trajectories, Indigenous women teachers, particularly, are at the forefront of addressing limiting gender norms, attitudes and practices. However, despite the vital role Indigenous teachers play, educational policy has neglected to address the systemic barriers that Indigenous women encounter in their journey to become teachers.