This phenomenological qualitative research conducted among ten members of the teaching staff of the University of Quebec in Abitibi-Témiscamingue studied teaching practices used to support the success of indigenous students. It results from the thematic analysis of the participants’ discourse, collected through semi-structured interviews, that their pedagogical choices do not depend on the presence of indigenous students in the group. This study also shows that, in this context, participants adapt the content of their courses and adopt an attitude of listening, flexibility, openness and respect. This reflects individual efforts made to make university education more inclusive of indigenous students.