The community college serves both a role and a purpose within the higher educational and social landscape of America. As access to and through these institutions remains increasingly important in our ever-changing society, the purpose of this research was to shift the lens to not only include but to center the communities to which it serves. This project focuses on the intersections of the community college, college access, and community engagement by exploring the relationship between the community college and Indigenous communities. It seeks to provide an "eastern-facing perspective" by centering the experiences, insights, and observations of Indigenous community members (myself included) in regard to the community college. Using Critical Indigenous Research Methodologies, Tribal Crit, and the Seven Values of the Anishinaabe, my data analysis identified three domains of findings that pertain to power, place, and person, which underscore how Indigenous community members define and experience community engagement efforts of the community college to increase college access. Findings reveal that meaningful engagement with Indigenous communities must occur at multiple societal levels, and requires a deep understanding of the myriad structural, environmental, and interpersonal factors that shape Indigenous communities' interactions and relationship with the community colleges. [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.]