Research indicates that high school campus climates are contentious for students of color, particularly as they negotiate institutional and personal racism. Unfortunately, minimal research centers on the experiences of American Indian youth. In response, this qualitative study explores American Indian responses to hostile campus climates. Using a Tribal Critical Race Theory framework, this article examines hostile school policies and leadership practices and student responses in a public high school with a majority population of American Indian students who reside on a reservation. Two main themes emerged: (a) the school neglected students' educational needs and views, and (b) the school marginalized Native students through specific policies. As this study demonstrates, American Indian youth's daily encounters in a racially charged high school environment affect their identities and well-being. Implications and recommendations for research, policy, and practice are included.