A research study of American Indian high school students and dropouts in the Milwaukee Public Schools explored cultural factors which affect Indian students' decisions to remain in or drop out of urban, middle-class American schools. Enculturation, i.e. acquisition of Indian culture, and its effect on acculturation, i.e. adopting traits of another culture, was investigated using Kluckhohn's theory of cultural value orientations variation. The origin and manifestation of values and attitudes of Indian students concerning school were explored. Intensive interviews focussed on general values/attitudes concerning peers, school curriculum, teachers, administration, and community; parental/familial influence; attitude toward dropping out; extent of enculturation; and social commitment to school and community. Students assimilated into American middle-class values regarding man and nature, time orientation, and relations with others were found to be more likely to finish high school than those enculturated into Native American values. Cultural perspectives of Native American students were examined as they related to classroom situations. Recommendations for educators of Native American students included employing counselors and teachers knowledgeable about Indian culture, community, and parents; incorporating Indian cultural values into the curriculum; and providing social/cultural outlets for students. References and recommended readings are appended. (LFL)