This study examines the impact of culturally responsive pedagogy in an introduction to university course developed specifically for Aboriginal Access students. The pedagogy has been conceptualized to reflect interconnectivity in a nested system, where all facets of learning link with each other on emotional, spiritual, mental, and physical levels. Teaching from this holistic perspective offers a very different outlook from conventional Western school structure, where school subjects are divided into individual disciplines and students are required to learn in a more linear fashion. The results presented here reflect the content of the December 2013 interviews.