According to a recent national survey there are approximately 105 Native American Studies (NAS) programs on various university and college campuses throughout the United States (see "Issues for the Future of American Indian Studies" by Charlotte Heth and Susan Guyette, 1985, UCLA). Many of these programs have academic programs which include teaching, service, and research components designed to meet the undergraduate and graduate educational needs and interests of Native and non-Native students.1 However, most NAS programs remain comparatively small, with program emphasis directed toward student service activities related to Native student recruitment and retention. The emergence of Native American/Native or Indian studies began in the late 1960's in response to political initiatives from Indian students, community leaders and, in particular, Indian "activists" (AIM, NIYC, and others) who created a national political climate that compelled a substantive response from the nation's colleges and universities. Although more than two decades have passed since its inception, NAS has not, as yet, achieved a clear academic personality in higher education, among the general public or even in many Native communities. In this paper I want to share my personal and professional ideas about Native American Studies and, in the process, give a current assessment of the profession and its potential as an academic discipline. After two decades, Native American Studies have not yet achieved a clear academic position.