This article reveals the complexities of Indigenous students navigating the neoliberal model of education through an examination of Maori transitions into higher education contexts in Aotearoa New Zealand. In a recently completed doctoral study, the lived transition experiences of Indigenous Maori higher education students were critically investigated from a student voice perspective. Data were collected and analysed through repeated semi-structured interviews, focus groups and visual stories in a semi-longitudinal study with 20 Maori students enrolled in a wananga, a polytechnic and a university. Using a Bourdieuan theoretical framework for analysis, findings revealed that participants experienced their transition as a journey. Students perpetually evolved their identities and agency in relation to the tertiary education environments and social structures they encountered which supported or constrained transition experiences. Within wananga, participants felt their Maori cultural identity was highly valued; within polytechnics, there was a sense that Maori culture is included but more could be done; within universities, a need for more inclusive practices to support Maori learner requirements was identified. This empirical research outlines learning for Maori students in higher education, and is a timely addition to knowledge revealing the complexities of teaching in the neoliberal model of higher education with Indigenous people.