This qualitative study discusses a phenomenological inquiry approach utilizing semi-structured interviews to understand how ten full-time Native American students experienced their sense of belonging at a rural community college. There are very few studies providing in-depth perspective on sense of belonging of Native American students attending a community college. This study used the Tribal Critical Race Theory (TribalCrit) as the framework while considering the students' lived experiences. A semi-structured interview approach was used to explore the experiences of Native American students. There were six themes that emerged: (1) "Cultural Awareness for Sense of Belonging;" (2) "Support for Student Success;" (3) "Inclusion for Student Connections;" (4) "Recognizing Challenges;" (5) "Building Resiliency for Success;" (6) "Student Success." These findings are important factors in how students experience belonging and maintain success. Findings revealed that Native American student sense of belonging was strengthened by their interactions with peers, faculty, and support services on campus. Support from family, cultural awareness, and feeling included were motivating factors that helped Native American students to persist at the community college. Although these were encouraging concepts, the Native American students still described challenges that they experienced but overcame. A few of these challenges related to financial obligation, technology issues, a pandemic, and family obligations. According to this research, students who felt welcomed and had a sense of belonging were more engaged, made connections to their peers, faculty, and to the support services on campus. This study was important because it adds to the limited research available for Native American students and their sense of belonging at a community college. Implications for strengthening Native American support systems, including the role of faculty, program support staff and peers are discussed in depth in chapter five. Recommendations for strengthening institutional practice and policy are also discussed. [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.]