Taiwan has embraced multiculturalism to address the inequities and injustices faced by its diverse population, including recognised Indigenous peoples, resulting from colonialism and nationalism from 1624 to the late 1980s. An array of policies and laws now support multicultural reform, including the 2014 Enforcement Act for Non-school-based Experimental Education, which enables the development of Indigenous-led schools that move beyond Han-centric education to prioritise Indigenous languages, knowledge, and cultures. These schools are set to reduce rural-urban disparities that perpetuate Indigenous poverty and underdevelopment and to transmit Indigenous heritage. However, these tasks remain challenged by the prevailing mainstream norms and standards. This chapter analyses three Indigenous experimental schools in Taiwan to determine how they contribute to the decolonisation of multiculturalism in the country. Our findings from this qualitative content analysis reveal that despite attempts at decolonising schools to contribute to the decolonisation of multiculturalism, the dominant structures and colonial legacies persist and prevent foundational changes. Whilst this chapter presents the complexities of enacting decolonial multicultural reforms, building an Indigenous educational system may be a more thorough approach to enact decolonisation.