American governmental policy toward Native American people and nations has long taken an exterminatory approach. The relocation era sought to remove American Indian people from reservations and tribal communities into cities to assimilate them into dominant society. The cities were marketed as beacons of economic and academic opportunity, but their realities bore different fruit including unemployment, poor living conditions, and segregated and low-performing schools. Though schools are often depicted as mechanisms of social and economic mobility, for Native children, the continued extermination of their histories, languages, cultures continue to be obstacles to their success. These obstacles are particularly harmful for Natives living in urban areas away from their tribal communities. This study of nine American Indian people from various tribes in North Carolina gathers their stories of trauma and triumph as they navigated urban public K-12 schools. Several themes emerged including the racism endured in school, lack of American Indian representation in curriculum, teachers, and peers, being tokenized as the only American Indian student, and stories of resistance and resilience despite anti-Indian circumstances.