Drawing on evidence from indigenous language immersion programs in the United States, this article makes the case that these immersion programs are vital to healing the negative effects of colonialism and assimilationist schooling that have disrupted many indigenous homes and communities. It describes how these programs are furthering efforts to decolonize indigenous education and helping further United Nations policies supporting the rights of indigenous peoples. The fit between place-, community-, and culture-based education and immersion language programs is described with examples from Apache, Ojibwe, Dine (Navajo), Hawaiian, and Blackfeet language programs, illustrating how traditional indigenous values are infused into language programs to help build strong positive identities in indigenous students and their communities. (Contains 1 note.)