American Indian/Alaska Native (AI/AN) students are often labeled as struggling readers based on the results of large-scale standardized tests yet little empirical data about specific strengths and needs exists. In the present study we looked beyond high-stakes assessment to highlight reading strengths and needs for a group of fourth grade American Indian students in order to provide specific information to guide instruction. A description of skills considered basic to proficient reading is followed by an explanation of the assessment methods used. The majority of the students demonstrated fairly strong skills in phonemic awareness, vocabulary when assessed orally, and basic word identification (phonics). Reading with a rate appropriate to purpose and comprehension strategies were identified as instructional needs. Explicit instruction in the identified areas is suggested as vital to the future success of these students and may provide a starting point for the identification and instruction of other American Indian/Alaska Native students with similar needs.