Despite efforts to improve the schooling experience of American Indian children in theUnited States, academic achievement, by dominant cultural standards, remains elu­sive. This critical ethnographic study presents ways that the social practice of educationin a public urban school produced warriorship, situated in scholarship, among AmericanIndian adolescents and adults at the school. Ogichidaawin, warriorship, is a practiceoffering a design for living, according to community cultural values of respect, har­mony, balance, and cohesion, that includes intense and purposeful learning.