The development of the American higher education system is one of the defining moments in U.S. history. However, as the land was sold and colleges were established, the Indigenous people were displaced, converted, and erased. Colonization and Indigenous erasure persists to this day by means of low funding for reservations and minimal education about this population. When Indigenous peoples are seen as an "extinct, or dying, community," it implies they do not need acknowledgement (Masta, 2018, p. 830). This lack of recognition leads to little to no preparation for colleges to recruit Indigenous students, and also limited resources to help them be successful if they are accepted and enrolled. If future generations of Indigenous students continue to be underserved, the cycle of invisibility will be perpetuated. With theories like tribal critical race theory, funds of knowledge theory, and cultural wealth theory as frameworks, institutions could offer appropriate wellness support and academic resources. Setting this population up for success would lead to increased retention and persistence rates, which could further lead to greater representation of Indigenous faculty and staff on college campuses. This paper will explore key differences between higher education institution types and how all institutions can work together to best care for and support Indigenous students.