In this study, Lent's (2004) social cognitive model of well-being (SCWB) was employed to examine the academic and social domain of satisfaction and life satisfaction with 121 Native American college students. They completed measures of positive affect, Native American identity, internalized racial oppression, and life satisfaction along with domain-specific (i.e., academic and social) self-efficacy, goal progress, and satisfaction. Using path analytic techniques, results indicated that the academic SCWB model was a close fit to data and the social SCWB model was a good fit to data. For both models, the relations among constructs accounted for large portions of variance for domain satisfaction and life satisfaction. Whereas there are some similarities in significant (i.e., self-efficacy to goal progress) and non-significantly (i.e., Native American identity to goal progress) paths across both models, there are some clear path differences. Specifically, the path from domain-specific goal progress to domain-specific satisfaction is significant in the social model but not the academic model. Conversely, the path from domain-specific satisfaction to life satisfaction was significant in the academic model, but not the social model. Implications for future research and practice with Native American college students are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]