Within enrollment management, the word "pipeline" is a metaphor used to describe the structures and procedures of a student's educational journey between two institutions (Pitcher & Shahjahan, 2017). The process of moving through the enrollment pipeline is often facilitated by articulation agreements--documents outlining course requirements as students transfer from a two-year to a four-year college or university (Anderson, Sun, & Alfonso, 2006). Although intended to be neutral in describing educational transitions, including the transfer experience resulting from articulation agreements, the pipeline metaphor "brings to bear different meanings and truths that produce unintended consequences" (Pitcher & Shahjahan, 2017, p. 216). For Indigenous students and tribal college and universities (TCUs), the pipeline metaphor not only dehumanizes their experiences within education by promoting standardization, but also ignores cultural extermination due to physical pipelines being built within, and surrounding, their communities. The purpose of this paper is to redevelop discourse in academia that eliminates the pipeline metaphor to strengthen belonging for Indigenous students.