In Australia, Indigenous students, particularly those from regional and remote areas, are under-represented in both higher education and vocational education (Behrendt et al. 2012). Enabling programs, which assist Indigenous students to enter and succeed in tertiary education, are vital (Behrendt et al. 2012; Fredericks et al. 2015). Enabling programs support Indigenous students to access education and, through education, attain better economic and socio-cultural futures for themselves and their communities. However, to date, there has been scant information regarding the experiences of Indigenous students within enabling courses and for examining the key ingredients for success (Oliver et al. 2013a, b; Kinnane et al. 2014). This chapter describes a research project about enabling programs, aimed at informing equity policy design, implementation and institutional practice to improve higher education participation and success for marginalised and disadvantaged people in Australia. 1 A key focus of the project was to explore interpretations of ‘success’ from different perspectives, including the perspectives of students and teaching staff, the community, the institution and the government. The research also aimed to understand better how Indigenous learning journeys can respect and grow cultural identities while simultaneously developing study skills. As part of this, the research sought to understand how enabling programs can support Indigenous students to navigate the contemporary tertiary education landscape, while continuing to value and build on their Indigenous cultures.