This study aims at describing the self-knowledge of students and their ongoing development as Anishinaabe (Ojibway), Ininiw (Cree), Oji-Cree, Saulteaux, Dene, or mixed Indigenous nation adolescents who left their homogenous home communities during a crucial time in their social, emotional, and cultural development to attend high school. The study utilizes literature from different sources to incorporate studies on the traditional upbringing of First Nations youth, the connection between adolescence and First Nations youth, and the aspect of Kiskenimisowin (self-knowledge). The study adopted a phenomenological case study approach informed by principles of Indigenous methodology. The study found that students who participated brought with them the Indigenous knowledge and practices they learned from their communities. Their self-knowledge of being Ininiw, Anishinaabe, Oji-Cree, Saulteaux, Dene, or mixed Indigenous Nation was exhibited through the importance of family, connection to the land, and their need to care and give back to their communities. Many First Nation communities continue to practice traditional culture and values. Students learn them from their families or, if the families do not practice their culture, learn in the community at gatherings or while in school. The study includes appendices featuring letters, IRB correspondences, and questions informing the dissertation attached. It also includes recommendations for future research in the field of study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]