The Canadian education system is failing its Aboriginal students as evidenced by the significant proportion not completing high school. The Aboriginal population has experienced a significantly greater proportion of people living in poverty and higher rates of unemployment than has the non-Aboriginal population. These factors can be linked to the Aboriginal population's lower educational attainment. The research questions in this phenomenological study explored the influences that encourage Aboriginal middle level students to remain engaged in school, thus promoting the likelihood of their completing high school. The conceptual framework viewed students at risk of dropping out of school through the strengths and assets they possess, as well as through their perspectives on their lived experiences. Student engagement and cultural relevance composed the theoretical frameworks for the study. Data were collected through semistructured interviews with 10 Aboriginal adolescents identified as being at risk of dropping out before completing high school. Data were analyzed using semiotic phenomenology, including description, reduction, and interpretation. Study findings identified the importance of schools providing linkages to students' Aboriginal heritages and relationship building between teachers and students. This study adds the students' perspective to the existing body of knowledge related to Aboriginal student school engagement. Positive social change can be effected when classrooms model cultural inclusion, meaningful learning opportunities are provided for all students, and Aboriginal learners perceive they belong resulting in a greater proportion of Aboriginal people living enriched, satisfying lives. Such activities also can lead to higher graduation rates.