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This paper examines the experiences of faculty (admission officers and volunteer counselors) at a selective pre-college access program for American Indian, Alaska Native, and Native Hawaiian students called College Horizons. The program experiences success in student outcomes, with 95% of students enrolling in 4-year universities, and 85% graduating within 5 years (Collegehorizons.org). This analysis asks: How do faculty members experience CH? Which aspects of the program encourage sustained and continued engagement with CH and each other? Findings include interest convergence, creating a network of relationships to support institutional change, and experiencing an Indigenous counter-space that re-shapes perceptions of Native peoples.