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Native students experience significant barriers to their education at the primary, secondary, and post-secondary levels. However, the literature rarely considers these students’ experiences across grade levels, missing out on important insights that may result from traversing these boundaries within a single study. Guided by settler colonial and anticolonial theory, this study aims to explore how Native students narrate and make sense of their schooling experiences in the United States from kindergarten through college. Preliminary findings from an ongoing series of three interviews conducted with forty participants suggest that many Native students develop and deploy a strategy of “Indigenizing the curriculum” at various points throughout their schooling journeys, highlighting how settler colonialism is reproduced and resisted across the American education system.