Findings of two followup studies of Morning Star (a 2-year Native teacher education program established in 1975 at the Blue Quills Native Education Centre, leading to a Bachelor of Education degree from the University of Alberta) are examined in relation to the program's assumptions, organization, and delivery systems. The teacher certification of 37 program participants and the development of public administration, liberal arts, nursing, and secretarial programs (involving 125 students) at the Centre indicate that post-secondary educational opportunities for Natives are increasing and Native attitudes toward higher education are changing positively. The 20 Morning Star students who are now teachers in Native schools have a significant impact serving as role models for Native children. The field center concept eases the transition to university life and facilitates placement of students in Native schools. There is agreement that the cultural component should exist, but it is still in an evolutionary state. Although fewer male students have enrolled in the program, there is no clear explanation for their success rate of less than half of their female counterparts. Although tentative, due to the small number of students involved (99), these findings suggest further concerns for the field of Native teacher education. (NEC)