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Indigenous populations, constituting 6.2% of the global population, face challenges in STEM education due to systemic barriers and limited exposure to science and engineering. Our research, part of a federally funded project, aimed to address these challenges by implementing Community-Based Engineering (CBE) education in an elementary school located on a Native American Reservation in the United States. In this paper, we used CBE as our theoretical framework situating engineering within the context of students' communities and cultures. Our participants included 15 students and two Native American teachers with varying teaching experience. We employed mixed methods and combined quantitative tools such as the Engineering Identity Development Scale and the Engineering Technology subscale of the S-STEM survey, with qualitative data from teacher and student interviews. Our analysis revealed significant changes in students' perceptions of engineering for their communities and their personal engineering identities after they engaged with CBE lessons. We also found that the cultural connections to community were evident in student interviews. Furthermore, teachers appreciated CBE and emphasized that these engineering lessons enrich their rich traditions and practices. This study highlights the effectiveness of CBE and demonstrates how engineering education can be more inclusive and resonant with Indigenous students.