The research goals were to identify the key supports, barriers, and learning preferences related to the persistence of online Indigenous university students. Two Indigenous community meetings were held, 212 online Indigenous students were surveyed, 20 Indigenous students were interviewed, and a talking circle was held with six Indigenous university online students. The strongest converging factors related to persistence were: (1) cultural; recommendations for more Indigenous faculty and culture on campus; (2) social; good relationships with faculty and students, positive social environment, time management, and motivation; (3) cognitive; literacy, mathematics, and computer skills; and (4) physical; financial support, affordable housing, family support, and non-academic support at university. Students preferred embedded media, graphics, virtual environments, and games over other online design elements. Email was the preferred method to communicate with faculty. Texting, using social media, and virtual environments were preferred to communicate with other students. Most students had extensive experience with texting, Facebook, and chat, but far less experience with blogs, Twitter, or Wikis. Students liked group work but assigning one mark for group projects worked against social cohesion. Most students reported having the skills needed to complete online courses, with the exception of time management. The findings support a wholistic Indigenous human model of university persistence that includes intersecting social, cognitive, physical, and cultural components.