This research illustrates a personalized account of the unique transition from a third grade classroom directly to a superintendency in a public school located on the Nez Perce Indian Reservation. This self-study is about me as the subject as well as the researcher in the cultural context of a school district with an 89% Native American student population. Utilizing my own point of view, I have recounted my administrative experiences applying a qualitative methodology of autoethnography. This methodology provides the reader with an opportunity to experience the subculture studied through the accounts described by me, the author. Although every district has a unique school culture, the methodology of autoethnography facilitates an understanding of the distinctive Indigenous environment described here. Each challenge, experience, and the lessons derived from them have only strengthened my practice as a public school superintendent. Finding myself deeply immersed in a setting with culture and traditions in contrast to my own has proven to enrich not only my role as a leader in education, but my life as well. Data collection consisted of reflective analysis, interviews, documentation from professional development, meeting minutes and agendas, staff memos, letters, and other correspondence. Finding common strands and key attributes within the data served to provide the retrospective insights described. Chapters I through III provide a traditional model for a dissertation including the introduction, review of literature, and research methodology. The results of this study were expressed in narrative form in Chapter IV. Chapter V offers a discussion of the results, recommendations, and suggested future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]