This qualitative study explored the dynamic aspects of American Indian language integration in education along with language revitalization efforts. Due to the special government to government relationship between the Tribes and the federal government, formal Native American education began with forced assimilation and language loss was linked to power and colonization. This study addresses the history and background of American Indian education and the emergence of culturally responsive schooling, which has become a movement for culture and language reclamation. There was an overwhelming amount of research that has been conducted on American Indian education highlighting innovative methods such as immersion schools, second language learning curricula, and culturally relevant learning frameworks. While there has been research done on language integration for American Indian education, the perspectives of Native instructors were missing. In this study, Indigenous instructors from two focus groups provided the data for what is needed for curriculum, methods, procedures and best practices for an Indigenous language programs that can be replicated at other American Indian schools. Study implications include family and elder involvement, administration support, and future research on the Crow language. Findings from the study demonstrated that the Indigenous language instructors were the most significant presence in the study concerning the success of the Crow language programs. The Indigenous language instructors' voice should be realized, heard and respected. [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.]