Background. Distance Education (DE) allows Indigenous students to learn where they live. However, barriers to successful completion of programs include limited flexibility of the course duration, lack of interaction with instructors or peers, and balancing one's learning needs with family needs (Ball, 2007). To better understand how DE programs can be enhanced, we examined Indigenous students and instructors to answer the following questions: 1) What are unique learning needs of Indigenous students completing DE pedagogies? 2) How can DE meet the Indigenous students' goals for academic success and "indigenization"? Methods: The study was conducted using a qualitative, interpretive descriptive design (Thorne, 2008) and grounded in ways of Indigenous cultural knowledge (Mussell, 2005). A convenience and survey sampling method (Thorne, 2008) was used to recruit participants in the study area. A literature review, individual interviews, and sharing circles were conducted. Thematic analysis was used to characterize experiences of the learners' academic needs. Findings: The following themes were revealed: 1) personal interaction with the instructor and peers is essential, 2) learning tools should be sensitive to learning needs and visual learners, 3) flexibility must be integral, allowing for learning/family needs balance; 4) preference for cultural relevance and appropriate materials enhance learning, and 5) technological access and ongoing support in its use is imperative. Conclusion: With flexibility in the pedagogical design, ongoing technological support, and culturally relevant learning approaches, Indigenous learners can benefit from DE programs that allow them to learn where they live. However, addressing the barriers to personal interaction and teacher support, technological issues, and cultural appropriateness enhance course completion.