Administrators are challenged to support the academic achievement of Navajo high school students. Research concerning public school campus administrators' perceptions of these challenges is scarce. The purpose of this basic qualitative study was to examine school administrators' perceptions concerning challenges they face when supporting the academic success of Navajo high school students, as well as the strategies they use to address these challenges. Brayboy's tribal critical race theory grounded this study. Research questions were focused on how administrators identified Navajo students' challenges and how they prioritized approaches and planning for Navajo students to achieve academically. Data were collected using semistructured interviews with eight purposively selected high school administrators in a southwestern state who held administrative licenses and had a least 30% American Indian/Alaska Native student populations in their schools. The data were analyzed using content analysis, which included a priori, open, and pattern coding. The findings indicated that Navajo students succeed academically when administrators prioritize their approach and planning to include Native classes, address Native issues, hire Native staff, accept Navajo cultural characteristics in the classroom environment, provide training for educators to increase cultural knowledge, and address the academic gap. It is recommended that high school administrators explore the approaches and planning strategies identified in this study to address the academic needs of Navajo students in their schools. Positive social change could occur if school, district, state, federal, and tribal leaders not only understand the challenges of Navajo students but also assume accountability to improve the strategies, approaches, and plans required to address these academic issues for Navajo students. [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.]