The problem addressed through this study was that Native American students in the area surrounding a local university participated in higher education at low levels. The purpose of this basic qualitative study was to explore local Native American college student perspectives about becoming a college student, including their individual experiences and recommendations for increasing future Native American college participation. The conceptual framework for the study included Tinto's model of student integration and Bandura's social learning theory. Three research questions were addressed regarding Native American college student perspectives on becoming a college student; the experiences, programs, and support that led to becoming a college student; and the recommendations that may help future Native American students earn a college degree. Eight Native American college students participated in semistructured, one-on-one interviews that were used to gain a deep understanding of student perspectives. The transcribed interviews were analyzed using open and axial coding, resulting in the emergent themes of counseling, advising, and high school itself were problems; help with college application and financial aid paperwork; offer better financial education in high school; and make high school instruction more relevant to student interests. The study findings were used to make recommendations to increase postsecondary education rates in the local Native American community. Increasing postsecondary education rates may have positive long-term and broad beneficial implications for positive social change, including the individual benefits of improved life outcomes and economic attainment. [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.]