The Deadly Gaming Pilot (DGP) affirmed the innate love Indigenous learners hold for culturally appropriate learning models combined motivation to explore learning through technology and gaming devices. Culturally anchored learning models infused with technology are potent tools schools can utilise to engage Indigenous learners in mainstream classrooms. Within culturally centred game play, the DGP uncovered a myriad of translational learning opportunities synergistic with the Australian Curriculum. The first finding to emerge from the DGP was the vehicle of gaming and YouTube content development to be a tremendous incentive for our Indigenous cohort to engage in school. Parents, teachers, and researchers all observed increased enthusiasm to attend school on the DGP days, motivation to learn through gaming, and willingness to discuss, collaborate and problem solve literacy tasks when related to gaming or YouTube. Considering the continuing systemic issues ofregularschool attendance, retention, and completion across the Closing the Gap measurement period (2008-2021), learning through culturally anchored technology and gaming should be considered alongside the core business of Indigenous interventions within Queensland schools. A second finding, equally as important as the first, was the ability of culturally anchored gaming to empower students and give voice. Teachers and researchers regularly observed a reversal of power dynamics in the DGP classroom, where students would willingly lead discussion, game world exploration, and the introduction of new or technical language associated with gaming, the internet, YouTube and social media. Learning opportunities within the DGP allowed Indigenous students to share their expansive knowledge of the digital world, its tools, languages and forums of communication and creation. Reversed power dynamics engendered strong student leadership within the Indigenous cohort through empowering students and giving voice to theirleadership and learning. Opportunities that allow classroom power dynamics to be shared will often produce learning contexts where disengaged learners can thrive (Hyde, 2005). The DGP revealed digital gaming to be a conducive vehicle for this to occur. A third, and unexpected finding, was how well culturally anchored gaming galvanised our Indigenous cohort. We found that by framing our gaming experiences within the Indigenous cultural values ofsharing and caring, our classroom was cohesive and supportive. Over the course of our Pilot, we observed culturally anchored gaming engendered a natural willingness for Indigenous learners to share and cooperate. Instances where this was most apparent emerged through willingness to fix connectivity issues in other groups, or coach players through challenging aspects of game play, and work collaboratively to solve problems. This reciprocal aspect of the DGP was expressed by one of our Year 3 learners, who devised the following motto to summarise DG: “Deadly Gamers are deadly helpers and deadly helpers make deadly choices…” 6 While there were very positive experiences with the students, it is recognised that if this initiative was to be introduced into other schools and operate in a sustainable manner, there is a critical need for there to be full buy-in from the school staff and broader school community. Teachers have to manage across curriculum delivery constraints and the school community will always look to try to balance the needs of different groups. Aspects such as Deadly Gaming may, on the surface, look like it is an optional add-on, however, the design of this program by Indigenous education specialists was done so in a manner that aspects could be linked in and contribute to core curriculum aspects. Similarly, as the literature informs us, different groups of students have different cultural needs to succeed, and thus schools have the capacity, and responsibility, through inclusive education strategies, to manage different cultural needs within their whole school programs.