This longitudinal case study examines 10 years' worth of annual monitoring reports for two rural Native American Charter Schools. Using data from multiple sources including interviews, site visits, and document analyses, the authors used provisional coding and constant comparison analysis to categorize the accolades and recommendations embedded in the annual reports. The reports reveal that both schools received the most feedback related to assessment, curriculum, and administration. Monitoring report emphasis on standardization of curriculum and testing conflicts with the espoused values of making connections between the school and the Native American community in which they are situated. (Contains 1 figure.)