The problem of practice addressed in this study specifically examined how teachers lack the knowledge and experience of working with Indigenous students, thus creating a lack of connections with these students. Indigenous students have unique life experiences and world views, and the lack of knowledge and experience from teachers makes it difficult to provide adequate connections for the students in Tribal Schools. One of the driving ideas behind this research was that if non-Native teachers do not understand their students, how will they be able to connect with them and teach them effectively? Connections and relationships with teachers are one of the most beneficial factors for students. Generally, teacher preparation programs within the United States do not explicitly address the unique barriers and histories experienced by Indigenous students. The goal of this study was to assist teachers of varying cultural backgrounds in the transition from their teacher education programs to being in the classroom, teaching Indigenous students. This will better prepare future educators to teach Indigenous students in a Tribal School setting. [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.]