The purpose of this hermeneutic phenomenological research study is to understand which factors influence the academic persistence of Native American students in higher education. In 2019, it was reported only 16% of those college students who identified as American Indian/Alaska Native attained a bachelor's degree or higher and in 2023, that percentage had risen only to 20.8, still below that of other races or ethnicities. Using a framework of social constructivism and acculturation, this study was designed to find which factors Native American college students believe had the most positive and negative effects on their academic persistence. The five female participants were found through purposeful sampling of senior students or those in the last year of a bachelor's program at two different universities in the south-central geographic region of the United States. The data collected were placed in six different themes: a) The importance of education, b) the effects of culture, c) experiences, d) participant self-reflection, e) suggestions/advice for persistence, and f) funding. The findings of this study could be used to inform postsecondary institutions about the need to create social and academic programs or funding that will assist Native American students in attaining a bachelor's degree. [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.]