This study examined the experiences of Aboriginal students at a university in Manitoba in terms of what supports kept them registered and what institutional factors contributed to their success. The aim of this research was to inform educators, administrators, and students of the needs of Aboriginal learners at the post-secondary level and what supports and experiences fostered these learners’ success. This research included the gathering of data from eight Aboriginal students who were registered in undergraduate university programs in Manitoba. The findings suggest that Aboriginal students who are assisted with setting clear academic and career goals prior to post-secondary enrollment, are provided with adequate academic preparation before entering post-secondary studies, are able to access the specialized approaches and supports currently available, and are able to form meaningful and reciprocal relationships with faculty and peers at university or college are more likely to succeed. The conclusions of the study are two: (1) that advisement dialogue prior to enrollment and upon registration needs to be expanded; and (2) that Aboriginal students must be provided with increased opportunities to develop self-esteem, confidence, and a sense of belonging.