Native American students are an underrepresented population at the post-secondary level (American Indian College Fund, 2007). Further complicating this issue, most Native American post-secondary students do not complete a degree within the traditionally accepted four-year period, and attend multiple institutions. The purpose of this study was to explore the experiences of Native American students, raised on the Akwesasne reservation, attended a predominantly white post-secondary institution in the Northeastern United States, and were recipients of a comprehensive scholarship package. This narrative study of four participants included three interviews and journal responses to help re-story the participants' data, and used Tribal Critical Race Theory as a lens to analyze the data. Research that informs the experiences on Native American students on predominantly White college campuses will assist educational leaders and administrators in creating environments that support graduation attainment. [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.]