The participation of Australia's indigenous peoples in vocational education and training (VET) and the outcomes of their participation were examined in a national study that involved four major data collection activities: investigation of statistics in the national VET collection and results of the Graduate Destination Survey; review of literature on performance indicators and determination of outcomes in VET; review of literature on factors contributing to indigenous students' success; and field studies that entailed interviewing managers, teachers, students, and others at 16 Technical and Further Education (TAFE) institutions. The study established that inequality between indigenous peoples and other Australians in access to and participation in VET has been eliminated. All TAFE institutes surveyed have embraced national and state/territory-level policies, and plans to improve indigenous VET and most TAFE institutions have established special indigenous organization structures; however, the areas of monitoring indigenous students' performance across institute programs and developing strategies to improve the outcomes students achieve or reduce students' rates of attrition have received relatively little attention. (The report contains 15 references and 61 tables/figures. Appended are the following: description of project methodology, literature review and 30 additional references, 29 tables of statistical data, and student survey results.) (MN)