This report traces the development of initiatives in British Columbia, Canada to provide formal instruction for adults of Aboriginal heritage (also known as native or indigenous peoples), regardless of whether the learner completed secondary school. Activities in public as well as Aboriginal-governed institutions are described. Shorter sections describe such topics as educational organizations, the role of government, and the results from data collections. The early 1970s marked a significant turning point, but it was not until the 1980s that activity began on a broader scale. Momentum built during the 1990s and the decade beginning in 2000 saw greater integration and inclusion, with programming for Aboriginal learners moving from the periphery towards the mainstream. Within the public system, it is at some smaller institutions in rural locations that programs and services for Aboriginal learners have been most significant. Adult Basic Education, First Nations Studies, and programs up to two years in duration are frequently offered. The three dozen non-public institutions that belong to the Indigenous Adult and Higher Learning Association are generally very small, but serve important preparatory and bridging functions. Dual federal and provincial funding arrangements have been awkward, leading to a number of fragmented and short term initiatives. Non-public institutions must partner with public institutions in order to award credentials. A list of residential schools in BC is appended to this report. (Contains 6 footnotes.) [For Volume 3, see ED512293.]