Native American students are often absent from discussions of culturally responsive teaching and gifted education. Too often, their histories and identities are treated as relics of the past rather than living, evolving sources of strength. This session moves beyond avoidance and tokenism to explore what authentic, community-informed responsiveness looks like in practice. Participants will learn how to begin building relationships with local tribes and families, gathering contextual knowledge that helps them understand each student’s background, strengths, and ways of knowing. Student examples will be highlighted to show how these early connections can help guide instruction, shape curriculum design, and illuminate potential in Native learners. Attendees will leave with concrete strategies to recognize and nurture talent, incorporate tribally specific perspectives, and create learning environments where Native students’ cultures and communities are visible, valued, and central to their educational experience.