This article reports findings from a major public university sponsored study undertaken with the intention of (a) improving university understanding of factors affecting American Indian/Alaskan Native (AI/AN) undergraduates' persistence at this institution, and (b) identifying in what areas, and in what manner, this institution could improve campus-based services to better support AI/AN undergraduates. Tinto's integration-commitment model of attrition was utilized as a conceptual frame, and data was collected using four different methodologies. This study found that "financial difficulties" and "family obligations", and how these two themes interact in the context of AI/AN cultural self-identity are critical issues affecting AI/AN undergraduate persistence. Findings are used to elaborate and more fully develop Tinto's model in its application to AI/AN undergraduate persistence in predominantly White institutions.