Abstract
Retention of Indigenous pre-service teachers is critical to increasing the number of Indigenous teachers in Australian schools. The aim of this research was to identify factors impacting on retention within one regional university in Queensland. Using a narrative inquiry research design, interviews were conducted with a purposive sample of Aboriginal students (n = 14) over a two year period. Issues and themes impacting on decisions to exit prior to completion were identified that are being used to enhance operations within the university as well as broader systemic issues which contribute to higher education evidence and understanding for policy discussion and development.
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