This paper considers the question: What constitutes an optimal learning environment for Maori learners in foundation programmes? Using Kaupapa Maori methodology, nearly 100 adult Maori (Indigenous) students in Aotearoa/New Zealand were interviewed from a range of tertiary providers of foundation programmes. State-funded foundation programmes that scaffold adults into tertiary education are a partial response to Ministry of Education concerns about unsatisfactory high school statistics for some sections of the community. Connecting with Maori voices enabled the researchers to gain a deeper awareness of the reality of study experiences for these adult learners. It is argued that academic participation and success for adult Maori learners is increased when the learning and teaching environment mirrors the connectedness and belonging of a "whanau" (family) environment. (Contains 3 notes.)