The purpose of this interpretive study is to situate teachers' understanding and interpretation of their experiences with indigenous students in city schools. This qualitative study examines six teachers' perspectives of indigenous students and reveals factors that potentially impede or promote the success of indigenous students in Taiwanese urban schools. From the cross-case discussion, we learn that there is a need in the educational field for a reshaped perspective of indigenous students, along with changes in curriculum, instructional methods, and practices and policies. Hopefully, then, schooling experiences like those of indigenous teachers will be historical memories, not everyday occurrences, and their children will have more successful stories to tell about their school experiences. (Contains 1 figure.)