Indigenous Australians are recognised as one of the most socially and economically disadvantaged populations in Australia, owing to the intergenerational trauma they have experienced since European settlement. The Australian Government’s ‘Closing the Gap’ on Indigenous disadvantage by 2031 initiative is making little impact on the majority of targets. With childhood rates of disability more than double their non-Indigenous peers, there is a glaring need for evidence-based interventions to support this population. A strong evidence base exists for the efficacy of parenting interventions in reducing child behaviour problems and improving family functioning in both families with typically developing children and those with children with developmental disabilities. The primary aim of the current study is to assess the efficacy and acceptability of a culturally tailored delivery of a parenting programme for parents/carers of Australian Indigenous children (aged 2-12 years) with a developmental disability. Chapter 1 briefly outlines the pertinent issues impacting upon this field of research, providing the rationale for this dissertation. Chapter 2 is a systematic review of the literature of parenting interventions for Indigenous families with children with developmental disabilities. The systematic review was undertaken in August 2014 and updated in August 2018. There were no articles identified in either search that met the inclusion criteria. Broadening of the criteria with the removal of ‘disability’ resulted in seven articles identified (four RCTs and three pre post studies) for parenting interventions with Indigenous families globally. This preliminary evidence reflects the wider body of research related to the effectiveness of parenting interventions and highlights the gap in the literature for Indigenous families with children with developmental disabilities. The need for research into evidence based, culturally acceptable, parenting interventions that effectively support Indigenous families with children with developmental disabilities provides the rationale for the subsequent chapters. Chapter 3 details the extensive consultation process required to obtain ethical approval to conduct research with Indigenous Australians. The resulting qualitative inquiry with parents/carers of Indigenous children (aged 2-12 years) with developmental disabilities and Indigenous family support workers participating in separate focus groups is outlined. Topics covered included the types of emotional, social and behavioural difficulties experienced by the children, the disability support services families accessed, awareness of available parenting services and family preferences for accessing parenting support including cultural barriers and enablers. Results were used to inform the development of a culturally adapted delivery protocol of Level 4 Stepping Stones Triple P. Chapter 4 reports on the feasibility of conducting an RCT with Indigenous families with children with disabilities. Forty-one parents/carers of Indigenous children (aged 2-12 years) participated in a trial of the culturally adapted delivery protocol of Level 4 Stepping Stones Triple P across five communities. The qualitative data provides the context in which the quantitative data can be considered and the limitations of the analyses. Significant group differences were not observed, however individual case review, using clinically reliable change, tentatively supports the programme’s effectiveness. High participant retention rates support the cultural acceptability of the programme. Chapter 5 is a case series detailing characteristics of five participants, who are representative of the sample, including those that improved, those that remained the same and those that deteriorated from pre-to post-intervention. Factors that impacted on their follow-up results are described. The case series highlights the complex nature of the families who participated in the trial and the challenges and implications for engaging and conducting research with this population as well as the clinical implications for practitioners. Finally, Chapter 6 concludes the thesis with a general discussion of the cumulative research findings presented in this dissertation. As the world’s first study to investigate the effectiveness of a parenting intervention with families of Indigenous children aged 2-10 years with developmental disabilities, the high level of consumer participation and satisfaction ratings speak to the culturally appropriate research practices employed. The major conclusions are presented, limitations of the dissertation and directions for future research are outlined, including implications for research methodology and clinical practice. It is argued the culturally adapted delivery of Level 4 Stepping Stones Triple P is effective when parents’ personal circumstances are free of crisis. RCTs with a wait-list control group are possibly not the most appropriate method to conduct research with this population, with future research needing to adopt a more flexible approach to programme delivery.