The article explores the experiences of 13 undergraduate American Indian college students who served as mentors through a service-learning course while attending a 4-year, predominantly White institution (PWI). This article reveals that Indigenous undergraduate students tapped into their own supply of Indigenous knowledge in relating their mentoring experience to building meaningful relationships, to being a positive influence in tribal communities, and to recognizing that service is a cyclical power that positively impacts their collective role in society. The article details how relationship, community, and power from Indigenous perspectives are sources of persistence for American Indian students and how social justice-based, service-learning courses provide safe spaces for students to realize their Indigenous knowledge while attending PWIs.

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