This literature review examines the significant factors that contribute to low mathematics achievement among indigenous populations in Western Australia and the proposed solutions. All authors suggested that geographic location, or remoteness, cause significant problems for student achievement. Factors such as teacher inexperience, lack of skills, or questionable competence levels as well as cultural identities are discussed and related to poor mathematical achievement. In response to these factors causing low mathematical achievement, several significant solutions are offered to address the poor achievement results. These solutions emphasize the importance of group work and creating heterogeneous groups that allow students to connect to one another in a meaningful way. Moreover, maintaining cultural identity by using the home language is important to interactions amongst students and teachers. Finally, utilizing multiple entry points as a means to properly educate each student emphasizes placement into learning situations that require cooperation, creation of constructive ideas, and critical thinking.