Although an increasing number of Native Americans are enrolling as first-generation college students (FGS) at postsecondary institutions, the percentage of those attaining bachelor's degrees or higher remains relatively low--11 percent, compared with more than 25 percent for the general population. Native Americans face not only the retention concerns of most FGS of family pressures, poverty, and a weak high-school education, but also must assimilate into a campus culture much different from their own. Tribal colleges were established in response to unmet higher education needs of Native Americans. Previous research has focused on the experiences and programs of Native-American students and the role of Native-American faculty and staff in majority institutions. However, the faculty perspective on the experience and programs for FGS at tribal colleges is an under-researched area, yet faculty involvement and commitment are vital to the successful running of these institutions. Furthermore, these institutions may provide valuable alternatives and insight on how to approach many of the problems typically faced by FGS. The authors extend the existing research about first-generation Native Americans at mainstream institutions by looking at Native Americans enrolled as first-generation college students at tribal colleges. Using the results of interviews with faculty at tribal colleges, the authors discuss the challenges that first-generation college student Native-American students face, such as lack of family support and role models, lack of college preparation, and financial concerns.