American-Indian and Alaska Native students attending Midwestern Regional University (MRU) are experiencing graduation rates lower than the national average. This dissertation in practice attempts to solve this real-world problem by providing a voice for the indigenous students at MRU so that services and policies can be adjusted to increase the rate of degree attainment by American-Indian and Alaska Native students. In this qualitative descriptive study, a literature review is used to examine the emergence of higher education in the United States and its impact on tribal citizens, popular retention theories, widely used academic and non-academic support services as well as programs designed to affect specific populations. Literature reveals that services that are desired by indigenous students often differ from the services provided by higher education institutions. Data is collected by conducting eight interviews from MRU students classified as juniors and who self-identify as a member of a federally recognized tribal nation, observations of the researcher, document review and an environmental scan. By seeking to understand the needs of others in order to best serve them, the data is analyzed to provide recommendations of desired academic and non-academic support services that are desired by American-Indian and Alaska Native students attending MRU. Finally, implications and additional research contributing to the scientific body of knowledge are identified. [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.]