This article uses an autoethnographic methodology to describe the experience of a novice practitioner-researcher engaging in the NCVER community of practice (CoP). The author's experience of the journey from vocational education and training (VET) practitioner to practitioner-researcher is recorded. The findings show that the numerous aspirations of the scholarship program have been achieved. The project used as a vehicle for participation in this CoP focused on low completion rates of Indigenous learners in the author's workplace. One aspect of this issue, teacher attributes and teaching practices that enhance Indigenous learners' completion rates, were investigated using a mixed methodology. The major findings are that respect and holistic teaching practices are the most important factors for this group. Implications for ways to improve the completion rates, including recommendations for VET organisations, program funders and professional development bodies are outlined.