This article is about bridge building: building cultural bridges of authentic collaboration between the university and the Navajo and Hopi nations; building curricular bridges between the White, European culture and the cultural worlds these nations seek to preserve; and building bridges between languages, the language of the colonizers--English--and the Navajo and Hopi languages that are vulnerable to extinction. As bridge builders the authors locate their work between the future--with a commitment to the students their students will teach--and a distant past, prior to Contact, when American Indian communities effectively educated young people into their tribal history, language, values, science, and all other forms of knowledge necessary to maintain their way of life. While there is much scholarly conversation about the importance of culturally responsive teachers, the authors find minimal attention to the particulars of programs like theirs that are focused specifically upon increasing the number of culturally responsive Indigenous teachers through tribal/university partnerships, and insufficient appraisal of what is working within such initiatives. In this article, the authors help fill this gap and encourage others to engage in similar bridge building initiatives. (Contains 9 notes.)