Richardson and Skinner (1991) in their Model of Institutional Adaptation to Student Diversity (MIASD) assert that state higher education boards have significant influence on the degree to which institutions respond to student diversity. The purpose of the study (conducted in the 2001-2002 school year) reported in this article was to determine whether the MIASD remains a useful diagnostic model in examining institutional responsiveness to American Indian/Alaska Native issues at three land-grant universities located in Washington, Idaho, and Montana. A two-part analysis first examined the policies in the three states and policy interpretation at each state's respective university based on the parameters set forth in the model. Phase two of the analysis compared nine faculty and 30 American Indian/Alaska Native student perspectives about campus diversity initiatives based on the same guidelines. This paper reports the findings of these analyses and discusses the applicability of the MIASD as a state/institutional diagnostic model.