In Alaska, where Alaska Native students constitute the largest racial/ethnic group of English learner (EL) students, it is an open question whether and how EL policies and services meet the unique needs of Indigenous EL students. A stronger understanding of how Alaska Native students experience EL identification, classification, service provision, and reclassification can guide policy and research efforts to ensure that these students receive appropriate supports for heritage language, English language, and academic development. Conducted in partnership with Alaska education leaders, this study offers Alaska state and district leaders, families, and communities information about the percentage and characteristics of Alaska Native kindergarten students who are classified as EL students, EL identification and classification practices in four districts, and EL service provision in all districts with at least one school with eight or more EL students. This study also examined reclassification of EL students as English proficient, including how long it takes Alaska Native EL students to be reclassified compared with other students and what factors are associated with that timing. [For the full report, see ED612515. For the appendixes, see ED612517.]