This study examines nine voluntary working relationships or partnerships between tribal education departments (TEDs) and local education agencies supporting American Indian students. Individual profiles describe how each partnership works, focusing primarily on collaborative activities intended to improve education outcomes for American Indian students. Key findings include: (1) All the TEDs received tribal funds for their partnership activities; all but one received federal or state funding as well. (2) Interviewees for all the partnerships mentioned that face-to-face meetings were important for building and sustaining their partnerships. All the partnerships offered students a cultural or tribal language program; five partnerships also offered academic support in core subjects. (3) Five partnerships focused on discipline or social and behavioral issues, such as truancy and student safety and behavior. (4) Four partnerships offered an opportunity for participation in dual enrollment or early college programs. (5) Three partnerships focused on parent involvement or support. In seven partnerships, the TED used memoranda of understanding, parent waivers, or releases to obtain data from local education agencies on student performance and behavior. (6) In four partnerships, the stakeholders mentioned overcoming discrimination, mistrust, or rivalry in order to set and work on mutual goals for American Indian student success. Appended are: (1) Data and methodology; (2) Telephone interview protocols; (3) Data sources for each partnership.