近年來，國內、外日趨重視原住民族教育，主要以法律規範來保障原住民族教育，也因此促使原住民族高等教育就學率屢創新高，然而在休、退學率也高於一般生，其原因在於學習適應困難、經濟問題。本研究係以質性研究作為研究取向，資料蒐集主要採一對一的半結構式與焦點團體訪談法，以「類別－內容」的模式進行資料分析。以臺中市十二所大學的二十位原民生作為研究對象，並輔以周遭之授課教授、相關行政處室職員之訪談，來探討原住民族大學生的學校適應問題。研究結果如下：
一、臺中市原住民族大學生以外加名額的入學管道之人數為最多，採取升學保障政策入學後，理工類學系的學生易致課業窘境。
二、臺中市原住民族大學生的學校適應問題主要分成三個面向：（一）學習適應：部分原民生表示程度落差、課程銜接、使用原文書是造成學習適應主因；（二）生活適應：主要呈現在經濟問題上；（三）人際關係適應：發現校園中仍有微歧視、刻板印象之情形。此外，交友圈均以原民生為主。
三、臺中市原住民族大學生針對學校行政單位給予的支援系統表示足夠、適切。但課業上的支援系統之使用率上仍然不足，遂導致課業適應之窘境。
最後，根據本研究結果，研究者提出對學校實務、原民生及未來相關研究之建議。

In recent years, much attention has been paid to indigenous education internationally and domestically. Due to the promulgation of the education acts for indigenous peoples, the college enrollment rate of indigenous students has been increased to a great extent. However, because of learning maladjustment and financial problem, their dropout rate is also higher than that of local students. Thus, this study aims at exploring the school adaptation of twenty indigenous students from twelve Taichung universities by adopting qualitative research, the data collection of which mainly adopts one-to-one semi-structured interviews and focus group interviews; the data is treated with a typological analysis, in terms of category-content approach. There are three findings as follows:
1. Most indigenous college students’ admission in Taichung universities were secured admission in nature, which may lead students with science-oriented majors to a great gap academically.
2. The issues of indigenous college students’ school adjustment in Taichung have three parts: (1) learning adjustment: insufficient academic literacy, insufficient curriculum linkage and maladjustment in reading English text. (2) life adjustment: insufficient finance. (3) interpersonal adjustment: slight discrimination and stereotypes. In addition, indigenous students’ interpersonal relationship is mainly interconnected with others indigenous students.
3. Most indigenous college students in Taichung indicate the supporting system given by the school authorities is sufficient and appropriate. However, the usage rate of the support system in learning was still insufficient, and thus cause their academic difficulties.
Based upon the findings, several recommendations were provided for school authority, indigenous students and future research.