This chapter introduces and explores core practices that ensure identity and culture are embedded in pedagogical approaches for Indigenous students in the middle years. The authors highlight the significance of the middle years transition point for Indigenous students and explain how interactions with teachers and peers and teaching practices/content impacts on their identity-work. Three factors that affect Indigenous students transition from primary to secondary school are discussed: the school context (e.g., genuine and meaningful representation), bridging practices (e.g., relationship building initiatives), and student-centred practices which support belonging. The authors note that Indigenous students encounter racism and racially motivated bullying in school which negatively impacts on their engagement and academic success. The need for nuanced strategies to counter systemic biases is discussed. Through the lens of Jarara mobobo, Country Up, an Indigenous pedagogical model, is explained. The Country Up approach to teaching and learning is accessible, transferable, and potentially transformative as a collaborative and locally grounded ensemble of knowledge-making practices for the middle-years.