An overview is provided of the tribal college movement, including information on the students, curricula, funding, and future of these institutions. The paper begins by examining the history of the establishment of tribal colleges, citing the influence of the civil rights movement of the 1960's, never-realized interest in establishing a single national university to serve all tribes, and the creation of tribal colleges by individual tribes, beginning with the establishment of Navajo Community College in 1968. Next, common traits of the early tribal colleges are explored, including tribal charter and control; a mission strongly committed to the enhancement, preservation, and teaching of tribal culture; and a commitment to strong transfer and vocational functions. The paper then looks at the curricula of individual colleges as a reflection of institutional mission and tribal needs, underscoring the importance of Indian and Tribal Studies programs and courses and programs related to such contemporary issues as tribal management and federal laws. A profile of tribal college students is presented next, indicating that most are from the reservation, older than traditional college students, and often the first in their families to attend college. Additional information on Native American participation in higher education is also provided. After addressing the federal government's responsibility for and failure to adequately fund the education of Indians on reservations, the paper points to other sources of funding. Next, the paper discusses the formation and role of the American Indian Higher Education Consortium, and identifies reasons for the success of tribal colleges. Finally, prospects for the survival of the tribal college movement are analyzed. Information on tribal college funding and enrollments is appended. (KP)