All people deserve the opportunity to earn a better living and build a better life for themselves, their families, and their communities through a postsecondary education. But that opportunity is not available equally to all in the United States, and current postsecondary data sets and collection practices at the federal, state, and institutional levels can both lack information on or inadvertently mask disparities in college access and success for different student populations--particularly those from Indigenous communities. This brief focuses on individuals categorized as American Indian and Alaska Native (AI/AN) in federal data sets and highlights the complexities of collecting data about this community, including how AI/AN students are counted and categorized in data collections and how those collections fall short in engaging and representing Indigenous communities. Because of current data collection practices, educators, researchers, and policymakers lack the information needed to challenge the barriers Native students face and to ensure that Indigenous students are well served in higher education. This brief proposes strategies for federal agencies, states, institutions, and researchers to use to improve the collection, reporting, and analysis of AI/AN student data.