This study supported associations between three theoretically driven conceptualizations of racial and ethnic identity (REI; Multigroup Ethnic Identity Measure; Multidimensional Racial Identity Measure; Bicultural Identity Measure) and with adaptive functioning among Canadian indigenous adolescents in middle school to high school. Age differences were found across the ethnic identity statuses but not for the continuous REI measures. Overall, adolescents placed predominantly at the traditional (identified with indigenous culture) and marginal (neither identified with indigenous nor mainstream culture) ethnic identity statuses with fewer marginal and more bicultural (identified with both indigenous and mainstream cultures) categorized adolescents across the age-range. Traditional students followed by those classified as bicultural evidenced greater REI and adaptive functioning in comparison with marginal and mainstream students. Predicted relationships between REI and adjustment among Canadian First Nation adolescents were supported; findings suggest potential benefits of First Nation communities for REI development. (Contains 3 tables.)