Although the pan-Indian school reform literature asserts U.S. schools still wage war on Native American students through forced assimilation into the dominant society, it is not known to what extent Native American students experience education this way. This study examined the perceptions of students at School 1 on the Sicangu Lakota Reservation to determine how Native American students perceive such assimilation. Using an interpretive critical qualitative method including individual interviews and focus group dialog drawing on personal experiences and responses to critical social theory readings this study provides student data that explain how students experience the culture of their school, what kinds of changes they want in their school, and how their educational experiences compare and contrast with Red Critical Theory literature. The data were analyzed using a constant comparative process in which the data were deconstructed, coded, and then reconstructed into thematic typologies and sub-categories that addressed the study questions. The results were peer reviewed by the Director of the School 1 Guidance Office. Study results indicate that with just one exception, the majority view was that the students are not satisfied with their schooling because it mostly provides them with inadequate Western education that in passive and active ways perpetuate the cultural war identified in the literature. More importantly, participants identified their school's strengths that might be built upon to produce changes they need to support their Lakota identities and life goals as members of the global community. Educators might use the data to bring about social change through creating more culturally relevant, supportive, and non-oppressive kinds of education on the Sicangu Lakota Reservation and in similar environments.