Data spanning the nine year life of a culturally-oriented field project sponsored by Indiana University indicated the feasibility and productive impact of intensive teacher preparation experiences in a cultural community (Native American) where the trainee (Anglo) functioned in the role of a minority person. For 9 consecutive years, 291 preservice teachers completed on-campus cultural preparation through seminars, workshops, films, readings, and interviews, then served for 17 weeks as student teachers and dormitory volunteer workers in Bureau of Indian Affairs schools in isolated Navajo and Hopi communities and submitted attitudinal and cultural implications reports each two weeks. Participants were predominantly Anglo female education majors from mainstream Anglo communities and public schools. Project participants reported to placement sites friendless and somewhat apprehensive. They departed having several close Native American friends and highly pleased with the experience. Native Americans at each site taught pedagogy, culture, adaption skills, ethnic understanding, and human commonalities. Native American educators reported that young teachers who were immersed in the local culture made culturally-oriented adjustments in their teaching strategies and style. Followup data indicated that teachers culturally prepared on Indian reservations were highly employable both in Native American settings and in mainstream settings. (CM)