Abstract: The learning styles of external students in remote areas differ from the pedagogy surrounding the modes of study offered by mainstream universities throughout Australia. For many students there are no alternatives for study other than the external mode, due to isolation, ties to the family community and land and the sheer expense of relocating. For many Aboriginal students the difficulties of interpreting external course work is compounded by the lack of culturally appropriate materials and little acknowledgment that Standard Australian English is not their first language. This paper investigates the learning styles of a group of Aboriginal students completing an external mainstream course in a remote enclave situation. Class room practices have been modified to accommodate the shortcomings of the mainstream curricula. This was to encourage a dynamic interactive cross cultural exchange between the students and their non-Indigenous teachers. The acknowledgment of cultural diversity and dialogue is highly valued. As a result, the students' learning styles, their retention and success rates are positively affected. This method of teaching lends itself to a two way cultural learning exchange based on attitude and awareness. The recognition that 'incidental learning' takes place has implications for non-Indigenous teachers instructing Indigenous students from a variety of backgrounds. This paper examines the intricacies of such student teacher relationships and how it impinges upon positive student outcomes.