Abstract
This article reports on a study that was undertaken into enablers and barriers to Maori student success on a postgraduate programme for in-service teachers. The study was led by Maori researchers and followed a Kaupapa Maori research philosophy-research by Maori, for Maori, and with Maori. Data were gathered via a series of hui (meetings) to which former students were invited, including both those who had completed the programme and those who had not. Thematic analysis was applied to student voice from the hui to identify the key themes that emerged, describing the student experience in terms of what impacted on their progress throughout the programme. The data revealed several areas where the tertiary institution could change its processes and practices to improve outcomes for Maori students. The article concludes by outlining some specific areas where the institution has already implemented changes in response to this study.