This mixed-methods explanatory study focused on analyzing the impact that National School Lunch Program eligibility had on (a) scholastic performance; (b) Appraisal of the Academic Influences Inventory results; and (c) the rates of absenteeism, tardiness, and disciplinary referrals within large groups of American Indian and White students in Grades 3 through 12. Students attended seven school districts on or near the White Earth Indian Reservation, which is located in Minnesota. Scholastic performance was determined through the reading and math scores on the Minnesota Comprehensive Assessment and the Measures of Academic Progress tests. The Appraisal of the Academic Influences Inventory was administered to identify areas perceived by students as critical to their successful scholastic performance (e.g., appraisal of parents and home life). Results revealed that although lunch program status had an impact on measured outcome variables (e.g., math performance) among White students, it had no direct impact on American Indian students. Focus group sessions provided qualitative data that contributed to a better understanding of the quantitative results. [This content is provided in the format of an e-book.]