Weak academic background, cultural shock, inadequate support services, English deficiency and other needs have been identified as reasons why only 10% of American Indian college freshmen graduate from college. A review of the literature shows that harmony and pride present a cultural conflict in adjusting to exposure to non-Indian society. Value conflicts, motivational factors and financial problems were contributing factors to a high drop-out rate (75-93%) at the University of Minnesota (Duluth). University of California (Los Angeles) research found that distrust of the institution, unrealistic expectations of education and the University environment, and a lack of counseling contributed to the dropout rate. A Mesa Community College study showed that 73% of those students surveyed needed personal-career interest assessments and 35% needed personal counseling. Other surveys show the need for heritage consistency, academic preparation, English language skills, realistic career goals, American Indian faculty and curriculum (including the opportunity to study their own culture), financial aid, and reservation-relevant education. The Dallas County survey recommended hands-on job experience to promote better job placement after graduation. Community colleges are thought to best serve the American Indian student, being community-oriented, socially, economically, and culturally mixed, lower priced, and offering more counseling. (JMM)