While a number of challenges contribute to the American Indian population's disconnect from information technology (IT), the most glaring is the low number of American Indian students pursuing computer science (CS) studies--a degree essential to IT's entry into and diffusion across communities. Yet, research is scant on factors that contribute to the low number of American Indians pursuing CS. This article employs cultural relevancy theory as a framework for defining the role of culture among the American Indian population and its impact on enrollment, retention, and degree completion in CS. Using data derived from in-depth interviews of 50 American Indian students at six Hispanicserving Institutions (HSIs) and Tribal colleges and universities (TCUs), this article examines these students' experiences in CS programs. It shows slightly more than half of the students experienced different types and levels of conflicts between their culture and a career in CS. This was the case more with American Indian students attending HSIs than TCUs. The study suggests that increasing the number of American Indians attaining a CS degree hinges on (1) the expansion of CS programs at TCUs, (2) HSIs embracing and responding to American Indian cultural knowledge, perspectives and responsibilities, and (3) greater collaboration between TCUs and HSIs.