Native American college students in the United States face significant educational disparities. However, there has been limited research on how they demonstrate resilience within their communities. This research study explored the experiences of Native American community college students enrolled in transfer programs while also considering the perspectives of faculty and staff involved in these programs. Despite efforts to close opportunity gaps, Native American college students continue to face challenges and underperform compared to other racial and ethnic groups. This study fills a critical research gap by investigating the experiences of Native American students in community colleges enrolled in transfer programs, focusing on their perspectives on the enrollment and transfer processes. This research study addresses key questions about personal and social experiences, academic strategies, available support resources, and the transfer process. Nine Native American students, seven faculty members, and 12 staff members participated in interviews and focus groups, offering valuable insights. The findings highlight the challenges faced by Native American students in higher education, including financial constraints, difficulties in adapting to the academic environment, experiences of racism, the weak ethnic identity of self, cultural and personal isolation, feelings of alienation, and cultural conflicts. The findings from this research study emphasize that the challenges participants identified can be overcome with adequate support and resources, such as the inclusion of Native American faculty and staff, a culturally responsive curriculum, and the presence of Native American student organizations. "We are still here" is one participant's reflection on their experiences that highlighted all sentiments. These factors not only benefit individual Native American college students but also positively impact their communities. The findings of this dissertation indicate that further research is needed, along with practical implications aimed at enhancing the educational experiences of Native American students in higher education settings. Postsecondary leaders must understand Native people's history, sociocultural needs, and desires to uphold their commitment to diversity and increase Native American student enrollment and attainment. [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.]