This article introduces Miss Lizzy, a non-Indigenous Middle Years early-career teacher working in a remote Indigenous community in the Torres Strait Islands, who facilitates ways to engage students' parents/carers and the community in the students' learning. Her subtle low-impost approach creates increased opportunities for the Year 5 and 6 students to draw on community lifeworld resources as assets for learning. At the same time, she works in purposeful and personalised ways towards the learning outcomes of the Australian Curriculum, Assessment and Reporting Authority's (ACARA) Humanities and Social Sciences Curriculum, as well as ACARA's listening, interacting, and speaking Literacy Progressions.