In light of national efforts to increase the number of students who graduate with college and career ready skill sets in the United States, attention has been focused on improving the outcomes of all students. While this focus has brought additional attention to improvements in pedagogy and learning environments, it has also highlighted the achievement gaps that continue to persist across racial and ethnic groups. In particular, the educational outcomes of American Indian/Alaska Native (AI/AN) students continues to draw attention. These continuing achievement disparities highlight inadequacies in previous efforts to ameliorate gaps in educational outcomes deficiencies, as well as efforts to improve the college and career readiness of all students. As part of efforts to improve outcomes for all students, broad improvement plans that adequately understand and address the needs of AI/AN students are necessary. In its non-regulatory guidance on selecting and implementing evidence-based strategies, the U.S. Department of Education (2016) emphasizes the importance of using evidence as a basis for choosing strategies tied to improved student learning. This guidance document highlights evidence-based strategies that address achievement by means of school environment--examining how elements of the environment can be changed to better support AI/AN students. The guidance provided includes an overview of evidence-based strategies for incorporating pedagogy and policies that encourage improvement in AI/AN student outcomes. A comprehensive approach for supporting AI/AN students encompasses the classroom, school, and community environments.