The problem addressed in this study was the unknown extent to which American Indian students' sense of belonging at predominantly White institutions compared to American Indian students' sense of belonging at tribal colleges and universities. The purpose of this quantitative correlational/causal-comparative study was to determine the extent to which American Indian students' sense of belonging at predominantly White institutions compared to American Indian students' sense of belonging at tribal colleges and universities. Tribal critical race theory served as the theoretical framework for this study. Data from 135 American Indian students attending predominantly White institutions and tribal colleges and universities in the United States were collected for analysis. Results of point-biserial correlation and Spearman rank-order correlation coefficient included a statistically significant positive correlation between the type of institution an American Indian student attends and their sense of belonging. Results of an independent samples t-test and a Mann-Whitney U test included a statistically significant difference between American Indian students' sense of belonging at predominantly White institutions and American Indian students' sense of belonging at tribal colleges and universities. The findings of this study add to the limited research concerning American Indian students' experiences in higher education institutions. [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.]