This article summarises a comprehensive literature review of school readiness for Australian Indigenous children (McTurk, Nutton, Lea, Robinson & Carapetis, 2008). It considers definitions and evidence for the effectiveness of approaches to assessment of school readiness; the review includes English language literature on the school readiness of the Australian Indigenous population, along with supporting evidence from the international literature on comparable indigenous populations. Significant examples of 'grey literature' from government and non-government organisations' websites are cited to supplement peer-reviewed academic research. defining school readiness of Australian indigenous children The term 'school readiness' is often misunderstood because of a tendency to confuse readiness to learn (having the cognitive capacity to undertake learning of specific material) with readiness for school (the ability to make the transition to school-based learning, to meet school requirements and to assimilate curriculum) (Kagan & Rigby, 2003). The prerequisites for schooling also include social skills: the capacity to follow directions, knowing not to be disruptive in class and how to be sensitive to others (Arnold, Bartlett,