From the beginning, preservation and continuity of tribal histories and cultures have been at the center of the strategic vision for tribal colleges and universities (TCUs) (Bordeaux, 1989). TCUs have developed the infrastructure and networks to support the revitalization, preservation, and teaching of Indigenous languages and cultures. But while tribal colleges serve as cultural hubs for many Native communities and provide students with educational opportunities in remote, rural locations, they are also among the largest local employers in many Native communities. They create jobs in the intellectual sector and contribute to local and regional economies. Native American studies programs have formed the backbone of tribal college curricula, and many TCUs have set up specialized Native studies departments. Oglala Lakota College developed an associate's degree program in Lakota studies that was accredited in 1983 and subsequently evolved into a bachelor's program (Oglala Lakota College, 2017). Other tribal colleges have followed suit. In developing such programs, TCUs have created full-time jobs for language and culture experts as instructors and archivists. Some of these experts lacked formal training according to Western educational standards, but in Indigenous societies, where traditional education models emphasize learning through experience, elders are venerated as teachers and are repositories of knowledge. Tribal colleges have enabled them to market their skills and enter the cash economy.