Limited research exists to address Native American college student experiences and culturally appropriate ways of integrating student affairs practices (Shotton, Lowe, & Waterman, 2013). In fact, the dominant society's culture in institutions of higher education is often contradictory to, and even discriminatory toward, American Indian student populations and cultural beliefs (Evans, Forney, Guido, Patton, & Renn, 2010). Because of this, Native professionals in higher education have dedicated time to develop materials to educate non-Natives about culturally appropriate ways to implement programming and to better understand American Indian student experiences on predominantly White campuses (Shotton et al., 2013). Culture and cultural teachings among Indigenous communities vary greatly, and incorporating Indigenous cultures into cocurricular programs is important and requires great care and consideration (Shotten et al., 2013). Culturally appropriate programming honors, respects, and celebrates the cultural autonomy of student participants. This is particularly important on a campus with approximately 2% self-identified Native students within a state comprised of approximately 9% Native peoples (United States Census Bureau, 2016). This article describes the development of the Sunka Wakan program at South Dakota State University (SDSU), a collaboration between the American Indian Student Center (AISC) and the Equine Science program.