First Nations people, Metis and Inuit are comprised of diverse populations with their own unique cultures, traditions, and languages. Overall educational attainment for Indigenous populations is lower than that of their non-Indigenous counterparts. Previous research has shown that the legacy of residential schools, the impact of intergenerational trauma, and the absence of culturally relevant curricula have had a profound impact on the educational outcomes of Indigenous peoples in Canada. Further, First Nations people living on reserve and Inuit living inside Inuit Nunangat are less likely to have access to a high school within their community, requiring those individuals to leave their communities to pursue education, often at a young age. More broadly, geography plays an important role in the social, health, and economic outcomes of Indigenous and non-Indigenous peoples living in Canada. Proximity to labour market opportunities and educational institutions are known determinants of whether an individual successfully secures employment or pursues higher education. This study examines the impact of distance relative to factors such as low-income status, whether an individual is a parent, sex at birth, and other geographic indicators, which tend to affect educational attainment. Using data from the 2016 Census of Population and the Remoteness Index Classification, this fact sheet examines the relationship between remoteness and high school completion for First Nations people living on and off reserve, Métis and Inuit aged 19 to 45. This age group was chosen to be inclusive of life-long learners, while limiting the analysis to the contemporary educational context.