In this article, the author shares some anecdotes to point out a common enough trend that is all but ignored in pedagogical discussions within Native studies. As a non-Native scholar he shares his understanding of what he sees Native students regularly facing in the university (not just his institution, but most), and what they may come to face even within the confines of Native studies courses. When he has told his Native students or colleagues about the focus of this essay, he has been regaled with stories of when they were called angry or told not to be so angry. Too often Native students are faced with two options, neither of which are satisfactory: (1) shut up and put up; or (2) be viewed as angry and militant, a prickly rabble-rouser. The author shares his growing understanding of the pedagogical usefulness of addressing and capitalizing upon the energy of anger or so-called anger in the classroom, in particular the literature classroom where the focus is on books by American Indian writers.