This study of school climate elicited from 12 American Indian ninth graders a sense of how they perceive their school. The inquiry does not examine the practices of teachers and administrators, but is concerned instead with statements made by the students themselves. A process of group questioning and continuous observation during group discussions provided data and gave students the opportunity for experiential learning. The population consisted of 12 low-income Abenaki Indian children, who discussed their likes and dislikes about school. The data suggest ambivalent feelings held by students about school. While they raised common concerns about respect, belonging, hygiene, equality, and control in their school environment, the students still expressed a desire to be there. As they viewed a system which, in their minds characterizes them as inferior, they were searching for recognition outside the boundaries of acceptable behavior. The study was valuable not only for researchers but for the students, who were empowered by being able to express some of the frustrations they feel in school. Their expressions of frustration were echoed by others, including teachers, in their respective educational positions. Implications for future study are discussed. (TES)