Native Americans have endured historical and contemporary challenges that have adversely affected their achievement, including in the realm of postsecondary education. The difficulties have included, but are not limited to, the problems inherent in the process of assimilation into Caucasian culture, the repercussions of Indian Boarding Schools, family and community poverty, and a lack of social and academic integration. This hermeneutic phenomenological study explores peer mentoring at the postsecondary level as a strategy to encourage persistence for Native American students. The five research participants self-identify as Native American, attend the same university, and engage in peer mentoring through the Native American cultural center. Conversational interviews with the research participants may contribute to better learning and understanding of what is needed for Native American students to persist at the collegiate level. [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.]