Through his many works calling for the evolution of indigenous theory, Duane Champagne has emphasized the importance of recovering indigenous voices such as Chilocco Indian Industrial School graduate Mack Setima's and documenting forms of cultural continuity. According to Champagne, case studies such as K. Tsianina Lomawaima's scholarship on Chilocco School "are important ways to gain in- depth understanding" of "patterns of change within indigenous communities," specifically so that "Native people are seen as active participants and creators of their own patterns of institutional change within the constraints of their own cultural and institutional orders and colonial contexts." This study will complement Lomawaima's work on the Chilocco School by providing a close study of the ways in which students preserved and communicated their own cultural continuity on the pages of Chilocco's monthly magazine, the "Indian School Journal." Specifically, after continuing with this brief introduction providing a sample of student voices and an overview of Chilocco's mission, this essay will contribute to the ongoing scholarship on federal boarding schools by examining the ways in which federal assimilationist policies were actualized in the cultivation and consumption of food at Chilocco and the ways in which students used the "Indian School Journal" to resist this particular assault on their identities. (Contains 103 notes.)