Recruiting and retaining highly-qualified teachers for high-needs schools is a challenge for educators and policy makers nation-wide. The task is especially challenging when the schools are located in rural areas and serve large percentages of disadvantaged, minority, and/or under-performing students. Teacher recruitment and retention at schools on Indian reservations have historically been difficult tasks, since these schools are typically located in rural areas and serve mostly disadvantaged students. Research indicates that minority students tend to learn better from teachers of their own ethnicity; American Indian educators have called for an increase in the number of Native teachers for schools that serve Native students. The purpose of this study was to determine factors that contribute to the recruitment and retention of Native American teachers in schools on or near the Navajo Nation in order to inform policy about ways to increase the number of Native teachers in these schools. A descriptive, collective case study methodology was followed, in which 15 Native American teachers and six administrators were interviewed. The subjects are employed by a geographically large, mostly rural district with a large Native American student population. Interview data were tabulated and analyzed for themes. Results indicated that subjects entered teaching via both traditional and alternative licensure paths; several had come to teaching after careers in other fields. Resilience and perseverance were the personal strengths most often cited as helping teachers become licensed; these strengths also help teachers remain in the profession. Teachers faced numerous challenges on their journeys to the classroom, including financial struggles, family obligations, and childhood educational experiences that did not prepare them adequately for the rigors of college and the difficulty of the state teacher assessments. Teachers tend to stay in the district because it is home and they are comfortable there. Overwhelmingly, subjects said they became teachers, and remain in teaching, because they want to help Native young people. Teachers and administrators provided numerous suggestions for ways to recruit and retain more Native American teachers. Subjects also voiced their support for teaching Native American culture in schools with large percentages of Native students.