Students who fail to make effective progress with literacy learning during their early years often continue to struggle in the later years of schooling and beyond. Without adequate skills in reading and writing, these students are seriously disadvantaged in a literate society. This pertains to all students and is particularly relevant for Indigenous students as we work to “close the gap” in literacy achievement. This chapter reports on an empirical study that aimed to address the literacy achievement of Indigenous students in the early years of schooling, attending schools in the Kimberley region of Western Australia, through the adaptation of preventive processes involving systematic teaching approaches. Specifically, it details implementation processes at three levels of engagement—with the community, with teacher learning, and with classroom practice.