Currently in Australia there is much activity and expenditure in a field broadly defined as ‘Indigenous education’. However, there is little by way of rigorous research that has compared and evaluated different approaches. This article draws together the existing international evidence to develop a set of best-practice components for Indigenous education. The author intends for these components to provide practical guidance for program developers who may currently be developing programs without the benefit of an existing evidence base, while also acknowledging the need to expand the evidence base and continue to refine this set of components to maximise their utility.