Study objectives were to clearly elucidate the cognitive and emotional orientation of the Eskimo's "cultural personality" for purposes of developing effective teaching strategies. Rorschach protocols (N=118) from male and female individuals aged 5 to 90 living in a rural village of 450 were analyzed. Additionally, a sample of 132 students from a white city/white boarding home, an Eskimo town/public boarding school, an Eskimo town/Eskimo boarding home, and an Eskimo village/mission boarding school were given the California Achievement Tests and Raven's Progressive Matrices to provide concrete data upon which the Rorschach results could be applied. The milieus of the various schools/communities were assessed via interviews. Results indicated: a substantial number of Eskimo children, especially those more traditionally socialized, have difficulty expressing emotional and affectual impulses, tending to withdraw under stress and having difficulty with the integration of cognitive and emotional needs; these problems are compounded by the fact that high school programs away from home exacerbate previously existing conditions and precipitate severe social and emotional problems; and for most students, schooling in the community of origin and attention to the special emotional needs of such students via provision of warm and supportive, positive goal and value oriented educational environments are generally considered the most desirable educational alternatives. (JC)