This paper examines the experiences of Navajo college students participating in a site-based teacher preparation program in a remote community on a Navajo Reservation. The 10 students (9 women and 1 man) work as teaching assistants in the Pinon Unified School District (Arizona). Having previously completed required Liberal Studies courses, the students take all of the courses needed to become certified elementary and special education teachers during the 2-year site-based program. The courses are taught by a resident and a visiting professor from Northern Arizona University. As part of the research team, the students wrote detailed life stories that explored who and what had impacted their decision to become a teacher. In addition, they were interviewed about the benefits of having a site-based program in their community, as well as the barriers they faced in a traditional university setting. Major themes that emerged were family and community support, financial constraints, and the limited educational opportunities on the Navajo Nation. While community colleges offer coursework at various reservation sites, students must still spend their final 2 years of college away from home to complete their degrees. Site-based programs allow students to remain in their communities, where they continue to receive the support of family and culture, fulfill their responsibilities to families and communities, and live where the cost of living is not a burden. (SV)