This qualitative study was conducted to learn about the lived experiences of Indigenous youth during the transition to emergency remote learning due to the COVID-19 pandemic. Eight students at two schools in the Western part of Robeson County, North Carolina, told their stories. Tribal Critical Race Theory was used in this study as a lens to analyze the stories told by these Indigenous students and five themes emerged from the data collected from their stories: students had significant issues with the internet, remote learning was challenging, the support of teachers was vital, students wanted to return to school, and school is better now that students are back in class face to face. Findings showed the lack of access to high-speed internet often impeded students' ability to connect with their teachers consistently. Students found remote learning was much more challenging than being in the classroom face to face and returning to school was important to them. Once students returned to school, Indigenous students reported how much better they felt and how much easier it was to learn and retain new information. [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.]