The main focus of my dissertation is to reveal the integration of Woodland Indian cultures into the existing Western-based curriculum at the Indian Community School of Milwaukee in Franklin, Wisconsin. In order to assess the delivery of American Indian culture, participant observation and interviews have formed the main criteria of this ethnography. My research included fourteen months of fieldwork in the suburb of Franklin, beginning in August 2007 until October 2008. A brief stay at the Menominee Tribal School, a reservation-based school in Neopit, Wisconsin, and Julie Davis's dissertation on Minneapolis and St. Paul's urban Indian schools, allow for a comparative perspective with the Indian Community School. Archival research further informed my ethnohistorical perspective on this forty-year-old institution. Inspired in 1970 by mothers' needs to teach Native culture to their children, and after various moves to different locations, the Indian Community School finally bought land, constructed its own building, and moved to its current location in 2007. In creating this carefully designed institution incorporating tribal motifs, the school not only assured the future education of its Indian population, but also made a political statement to the outside world. Its history is embedded in the larger realm of often troubling Indian-White relations and clearly demonstrates an act of resistance to the previous assimilatory approaches the government instigated—with its use of boarding schools and denial of self-determination for Native residents.