Currently, the available research on Native faculty experiences emphasizes the challenges and hardships of being an Indigenous faculty member. Native faculty members are often underrepresented and rarely appreciated for the cultural teachings and knowledge they contribute within settler-colonial institutions. Nonetheless, Native faculty continue to demonstrate resilience and leadership navigating in higher education. This qualitative research study examines the experiences of 11 Native women faculty members within higher education. The settler-colonial framing of teaching, research, and service (TRS) are areas often associated with faculty for the purposes of determining promotions and achieving tenure. However, this method of framing seldomly comprehends the extent of how Native faculty members engage in their faculty roles. Conducting and analyzing the findings from the interviews helped to reveal a deeper insight into how additional values outside of the TRS paradigm are necessary to engage and elevate the Native faculty experience. Understanding the limitations of the TRS paradigm, the Chapter House Framework was created and used to view the Indigenous paradox and relationality of what the Native faculty navigate in higher education. The Indigenous Storywork principles are used to help illustrate the collective values Native faculty represent on and off campus in unique ways. [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.]