The purpose of this paper is to illustrate how family, tribal, and on-campus cultural-specific support can lead to higher educational and cultural outcomes for Native American college students through the lens of transculturation. To address the lack of quantitative empirical research on what it means to self-identify as Native American and thrive in a post-secondary environment, the author used a latent class analysis (LCA) to analyze empirical data. This study had two objectives: (1) identify latent classes based on perceptions of home, tribal, and culture-specific on-campus support; and (2) to use a framework of success not predicated on cultural deficit models. There were two hypotheses that guided this study. In hypothesis one, the author posited three distinct subgroups (i.e., transculturated, apathetic, and estranged). In the second hypothesis, they hypothesized that transculturated students would have higher levels of cultural reciprocity and resiliency, and would be more likely to persist. Within this paper, the author provides a historical context of Native Americans in K-12 and higher education and why assimilation led to the creation of Tribal Colleges and Universities (TCUs). Next, they cover culturally invalid frameworks of (un)success, followed by the North American Indigenous College Students Inventory (NAICSI). In the proceeding section, they examined the history of Natives who enrolled at some of the first colonization institutions of higher learning, followed by the creation to TCUs, and the current state of Natives in higher education. As demonstrated in the results, TCUs are ensuring that their students have culture-specific mechanisms in place to ensure the success of their students. Leaders and practitioners should look to TCUs to find what is working and how they can adopt and adapt culture-specific initiatives on their campus.