There is a dearth of literature on practice with American Indians that adequately translates cultural knowledge, such as the historical and contemporary experiences of this population, into direct skills for practice. The literature insinuates a need for practitioner knowledge of these experiences to provide culturally appropriate services. However, it does not directly address how practitioners, especially non-Indian practitioners, can turn that knowledge into practice skills. The qualitative study reported in this paper contributes to filling this gap in the literature. Analysis of data collected from Indian practitioners uncovers five themes and the skills for their application in culturally respectful practice.