The factors leading to positive outcomes in vocational education and training (VET) for Aboriginal and Torres Strait Islander people were examined through person-to-person and telephone interviews with indigenous Australian students and VET providers. The interviews focused on the following: the range of VET provision and the extent of its variation in urban, regional, rural, and remote contexts; students' concerns regarding course access, design, and delivery; typical pathways taken to VET by indigenous Australian people; and language and literacy issues in the delivery of VET and their relation to culturally relevant course design and delivery. It was concluded that many factors affect outcomes of participation and that these factors must be viewed as part of a "human system" of delivery. Language and literacy were deemed key to successful outcomes of VET, and the following guiding principles for better course delivery were identified: recognize that education and training is a cultural response; make space for Aboriginality within institutions; involve Aboriginal communities in course delivery; be flexible and negotiate appropriate teaching and learning; recognize that a range of support is needed; make language and literacy part of course delivery; and evaluate the effectiveness of each part of the course delivery system. (MN)