In the 1970s a group of American Indian junior high school students requested that their public school, located on the Yakama Reservation, provide them with opportunities to learn traditional Yakama and powwow-style dancing. They found an advocate in their school counselor, a Yakama woman who helped them form the Wapato Indian Club dance troupe, a form of cultural tourism that sought to bring intercultural understanding and increased self-esteem among American Indian youth through the club's performances. The club became a vehicle through which students learned ethnic pride and leadership and how to be cultural ambassadors to largely non-Native audiences in the Pacific Northwest and across the United States. In this article, the author draws from qualitative interviews with club alumni, parents, and advisors who have participated in the Wapato Indian Club from its founding in 1973 to 2011. She analyzes interview data to articulate the lessons about identity, representation, and resistance contained in the narratives about participation in the Wapato Indian Club. She discusses the study findings utilizing the theory of historical trauma and argues that the Wapato Indian Club represents a community-based educational effort that seeks to heal the soul wounds of colonialism. (Contains 1 figure and 14 notes.)