Historical trauma began for Native people during European contact and the subsequent invasion of villages and cultural centers. Boarding school policies deliberately targeted Native families and social cohesion. The boarding school era was devastating to families and tribal entities as children were placed in institutions far away from their home communities. Forbidden to speak their Native languages, children became institutionalized and emotionally detached from the family and tribal life. The effort to strip children of their Native language, culture, heritage, and traditions is one of the foremost examples of historical trauma and the entailing historical trauma response (HTR), which has had lasting effects. This article examines the efforts being made to overcome this trauma with all members of the language community needing to be aware and involved in the healing process to restore Native language use. Indigenous ways of healing and addressing trauma highlight awareness and self-reflection on the part of educators to provide support to students in the learning process. Native educators have pointed out that rebuilding of family relationships may hold the key to the restoration of Native language use. The Native family, especially the extended family structure, was targeted by the boarding school policies and today continues to be plagued by social and health-related issues associated with poverty and marginalization.