This doctoral thesis details research into Aboriginal and Torres Strait Islander students’ cultural learning experiences in six public schools across New South Wales, Australia. The study relates the students’ perspectives to broader educational and institutional forces that impact their experiences. In addition to her findings, the author presents a series of eight practical recommendations for New South Wales school administrators, teachers, teachers in training, and teacher-training programs. Several proposals underscore the integral importance of intangible cultural heritage transmission to effective cultural learning programmes for Aboriginal and Torres Strait Islander students.