The growing crisis of absenteeism and lack of academic ownership and engagement has contributed to low retention and graduation rates in many rural Native American schools. This issue is often linked to limited socioeconomical means, lack of access to resources, cultural disconnects in curriculum and lack of culturally appropriate experiential learning opportunities. This study explores how the integration of Project-Based Learning (PBL) and a dedicated Makerspace environment promote active student attendance and academic self-efficacy in a rural Native American School. The research examines how student driven, immersive projects and a dedicated Makerspace setting foster teamwork, a greater sense of agency, and cultural accomplishment among Native American students. The study aims to enhance student motivation, self-confidence and engagement by connecting real world learning experiences, fostering these applications and bringing in cultural relevance. The findings indicate that when Native American students are given the opportunity and freedom to engage in collaborative, culturally relevant projects with tangible outcomes, they are more likely to attend school regularly and develop a stronger sense of academic self-efficacy. This nontraditional educational method may resonate more fully with students’ lived experiences and has potential to positively impact educational outcomes in rural Native American schools and communities.

Keywords: Project based learning, makerspace, absenteeism, academic self efficacy, rural, Native American school.