Rooted in the interest to interrupt the prevailing tribal-centric narrative of Indigenous Peoples as those born and raised on Indian Reservations and to uplift the college-going experiences of Urban Indian graduate students, in this research, I explored what is learned from Urban Indian graduate students attending a predominately and historically white institution (PHWI) located in the Midwest of the United States when their Indigenous identities are overlooked or contested in classrooms spaces. For the purpose of the study, Urban Indian was defined as Indigenous Peoples born and raised off Indian Reservations (e.g. in metropolitan cities, suburbs, or rural areas). I used an Indigenous Research Methodology with personal story and narrative collected via virtual Talking Circles to learn from the experiences of the founding members of the university's first Indigenous graduate and professional school student organization. None of the participants or storytellers were born or raised on an Indian Reservation. The data analysis revealed findings related to the reframing of an Urban Indian identity and exploration of who is Native American to "what kinds of Indian identities are in production during a given historical moment" (Grande, San Pedro & Windchief, 2015, p. 105). Other findings connected to this refraining lay groundwork to consider the impact of student as contextualized teacher and identify ways to minimize the invisibility for current and future generations of Urban Indian, college-going students who attend PHWIs. [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.]