Native American students have lower rates of college completion and retention and experience higher rates of trauma exposure. Using focus groups and follow-up interviews, this critical phenomenology sought Native American student perspectives on intention and desired faculty response following self-disclosure of personal challenges in college writing assignments to determine what, if any, faculty actions could mitigate feelings of trauma and low retention of Native American students. Emergent themes were identified in first-cycle analysis. Critical Trauma Theory, a trauma-informed approach that centers identity as a source of resistance, resilience, and healing, was used for second-cycle analysis. Findings indicated that participants' reasons for self-disclosure were often for self-growth and to establish peer connectedness. Faculty members could play an important role in higher education settings by cultivating a safe, trusting class environment and by offering resources with permission, validating Native American student experiences by listening without judgement and not pushing trauma exploration. [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.]