The purpose of this quantitative study is to test the correlation between perceived levels of faculty support behaviors on the Native American student's college degree completion experience. Sociocultural Learning Theory and the Social Integration Model are the theoretical frameworks this study used to connect to the related research on the Native American college student experience. Research scarcity and gaps in the existing scholarship justified the study. "What is the relationship between faculty's perceived supportive classroom behaviors and undergraduate Native American college students' self-reported persistence to graduation?" and "What is the relationship between faculty's perceived supportive classroom behaviors and graduate Native American college students' self-reported persistence to graduation?" are the two research questions asked. A quantitative research approach used Spearman's rank correlation to analyze n=315 Gates Millennium Scholars and finalists who identified as Native American from 1999 to 2017 (BMGF, 2021). The Spearman rank correlation test conducted in SPSS 29 revealed a statistical significance of perceived faculty support behaviors on the Native American undergraduate (r[subscript s](138) = 0.617, p<0.001) and graduate (r[subscript s](173) = 0.566, p<0.001) degree experience. The statistical significance rejected both null hypotheses (H[subscript 0]1 and H[subscript 0]2) in this study. Additionally, these statistical findings aligned with several related studies in the literature, increasing the validity of the results. This research may offer higher education institutions information on improving faculty support models for Native American college students. As more higher education institutions invite ways to advance equity for underrepresented students, this research study may help institutions enhance the academic experience for Native American students. A mixed methods research approach using a larger sample size is recommended for future research. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]