The Minnesota Department of Education has collected Minnesota Comprehensive Assessment (MCA) results on all students tested. Communities, districts and schools have used this to assess how students performed. Prior to this study there had been no known research on the impact of educational setting (Urban, Metro, Out State, and Bureau of Indian Education [BIE] schools) on mathematical and reading proficiency for Minnesota’s American Indian students. This study incorporated multiple variables, which used empirical data from four educational settings and two subjects. The analysis used three regression models, which provide information on the relationship between educational setting and proficiency. Based upon the findings, several realities appear to be present regardless of international regulations, federal policies and state laws. One concern is whether these laws and regulations create a political facade, which masks the educational policies of the U.S government. The lack of proficiency brings into question if instructional strategies, culturally relevant pedagogy and culturally appropriate assessment are in place for Minnesota’s American Indian students.