This paper presents a hypothesised learning trajectory for a Year 3 Indigenous student en route to generalising growing patterns. The trajectory emerged from data collected across a teaching experiment (students n = 18; including a pre-test and three 45-minute mathematics lessons) and clinical interviews (n = 3). A case study of one student is presented as a representative of high achieving students' progression and shifts in learning. Results suggest that students are capable of functional thinking, which contradicts the notion of young students can only engage with recursive pattern sequences. In addition, particular teaching actions assisted in promoting shifts in developing students' capability to generalise growing patterns.