This paper critically analyzes the ways that colonization and European patriarchal discourse led to, and often supports, a type of historical instruction wherein educators rely on the use "[of a] narrative [that] is presented as though there are no alternatives or counternarratives possible" (VanSledright, 2008, p. 115). I provide an example of these practices through the exploration of the damages caused by historical and cultural (mis)representations of Native American women. These (mis)representations minimized the leadership responsibilities women held within their tribal cultures and cultivated incorrect stereotypical images of Indigenous women as squaws or princesses (Lajimodiere, 2011, p. 57). This legacy of error, which history has often left unchallenged, has served to negatively impact and suppress the individual, personal, and professional lives of Native American women for centuries. Within this work I present the perspectives of Native American Women as they unite in efforts to correct the errors of (mis)representation by designing and facilitating Indigenous Feminist theory. According to Duarte (2012), Indigenous women have typically felt excluded from the "liberal feminist" movement, which has typically included "white or mestiza, urban-upper and middle-class females" (p. 161). Because of this exclusion, Indigenous women worldwide are working to build a feminist movement that simultaneously seeks both culture and gender-based demands for equality. Namely, Indigenous women in the Americas are working to end patriarchal governments. My research contributes to postcolonialism and education by describing how (mis)represented Native American women have formed united groups such as the Critical Indigenous Feminist movement in order to (re)write history and (re)claim identity. It also serves to inspire history teachers and students alike to think about history as a never-ending quest that includes "multiple sources [in order to] become the site of investigations into the past with the goal of building [multidimensional] interpretations" (VanSledright, 2008, p. 117), thereby promoting history instruction that allows students to empower themselves as learners, seek deeper understanding, and to challenge the dominant narrative.