The purpose of this critical discourse analysis of the landmark Ontario Ministry of Training, Colleges, and University educational policy Aboriginal Postsecondary Education and Training Policy Framework (2011) is twofold: first, to draw attention to the problematic language used throughout the policy document in regards to both “closing” achievement gaps and to issues of measurement; second, to attend to the strategic discourse employed in the policy document that situates the Ministry of Training, Colleges, and Universities quite favourably as both a supportive governing body and as a responsible bureaucracy of public money. This critical discourse analysis explores the potentially tense spaces between policy intent and practical implications.