The purpose of this research was to examine the experiences of First Nations student teachers living in isolated communities who were enrolled in a Native Teacher Education Program (NTEP). Tinto's (1975) model of dropping out/persistence provided the theoretical framework for the study. Mixed qualitative methods were used to collect data. It was found that most of the graduating students had considered withdrawing from the program. Reasons for remaining in the NTEP supported Tinto's model: stu­ dents possessed specific personal qualities, they felt comfortable in the academic milieu, and they were socially connected with peers and had the support of family and friends.