Indigenous scholars have consistently challenged institutions to be more responsive to indigenous students and their communities. In providing guidance on how institutions could support indigenous education in North America, Kirkness and Barnhardt suggest a set of interconnecting principles of respect, relevance, reciprocity, and responsibility. They advocate that institutions should support indigenous education by: (1) demonstrating respect of indigenous cultural integrity; (2) ensuring the programs are relevant to indigenous perspectives and experiences; (3) ensuring that reciprocal relationships are formed through positive partnerships between the institution and indigenous communities; and (4) recognizing that the institution has a responsibility to ensure active participation of indigenous people at all levels of the institution. What constitutes success for indigenous students depends on what their definition of success is. The government measure of success is based on degree completions, while students and their communities employ quite different criteria for success. First Nations scholar, Michelle Pidgeon, argues that success in higher education should include measures that look beyond graduation rates, educational attainment, or the financial status one gains from a university education to include the successful negotiation of mainstream higher education while maintaining one's cultural integrity. For some, gaining skill sets that contribute to tribal aspirations, irrespective of having completed a higher education qualification, is seen as success, particularly if put to immediate use for the good of the people. A concept of communities of practice is not new, but could prove useful when thinking about how support services for students might be provided. Examples of communities of practice formed for specific purposes are provided.