For many Indigenous peoples, tearing down the walls of poverty means building nations and communities through education. Higher education serves a purpose to sustain and build a tribal nation in an ever-changing world by increasing the number of tribal citizens with college degrees who will strengthen their economies and help their neighboring communities. A component of this includes working collaboratively for self-determination in higher education by informing academia about the unique status and needs of Indigenous students. Many tribal colleges and universities (TCUs) have developed culturally responsive teaching models and paradigms to guide curricula and ensure that Indigenous knowledge remains at the core of the institution's mission. This is not the case at mainstream colleges and universities. Gaining insightful information regarding Indigenous persistence in higher education can help non-tribal colleges and universities better serve Native students and assist them in reaching their educational goals. For the Mohican Nation, which currently does not have its own TCU, it is vital that a culturally responsive tool is utilized to educate academia about the unique needs of Mohican citizens in higher education. Educators at tribal colleges and non-Native institutions alike can benefit from culturally responsive teaching paradigms. The Mohican Many Trail Model, described in this article, can serve as a tool to share with others to create a better understanding of American Indian persistence in higher education.