The purpose of this study is to highlight the stories of Indigenous male professors in higher education institutions, focusing on what those stories could unveil, how they perceived and defined success, and what model could be created from the stories they shared. This qualitative study employs an Indigenous methodological approach to better understand their journeys as faculty members in U.S. higher education institutions. Utilizing Sharing Circles and individual interviews to collect stories, Kovach’s thematic analysis was used to analyze themes, while Tribal Critical Race Theory provided the lens for this study. Further, Tso-i Anadalv, or The Three Sisters, provided a metaphorical emphasis and guided each chapter as a metaphor throughout (e.g., Selu or corn is equated to the literature review, Tuya or beans is the methodology, and Squashi or squash is a part of the stories unfolding). Fifteen Native men Storytellers participated in this study, with their ranks ranging from assistant professor to full professor and with diverse expertise in fields such as environmental justice, pharmacy, higher education, and educational leadership. The findings reveal five main themes – or lessons – in this study: Stories from their Journey, which explores the support they received throughout their higher education journey while attuning to the various paths taken; the Challenges Endured, which examines the obstacles of racism, tokenism, microaggressions, and more; Defining Success, which discusses how these Native male professors defined success through community impact, establishing presence, and visioning for the future; Conversations About Masculinity, which delves into their perceptions of masculinity, the influence of colonialism, and their efforts to redefine what it means to be a Native man. Finally, the fifth lesson shares what has sustained them, culminating in the Balancing Through the Seasons: Sustaining Indigenous Faculty Model. The study suggests the necessity to expand Indigenous perspectives of success to challenge westernized notions of success, enhance support systems for Native male faculty and future Native male faculty, and for higher education institutions to better implement cultural competence to support Indigenous presence on campus. Overall, this study contributes to the understanding of Indigenous male faculty, honoring their experiences and stories. Keywords: Indigenous men, Native men, Indigenous male faculty, Indigenous masculinity, support systems, Native faculty