Problems raised by a conflict between culture of the school and culture of the pupil's home community are brought into focus when looking at schooling for children from a culture which has no links into culture of the dominant group, and in fact rejects as "worthwhile activities" the very things that members of the dominant group regard as most "worthwhile"; this situation exists for tribal Aborigines in parts of Australia. Three documents present part of a case study illustrating what cultural and social barriers mean in educational terms and describing difficulties and solutions that have been arrived at in two particular locations: Hermannsberg (N.T.) and Strelley (W.A.). The first document relates to efforts of Finke River Mission at Hermannsberg and describes the lack of success from schooling based on "normal" Australian models even after many years of effort by teachers. The second document summarizes the situation at Hermannsberg in 1979 and extends discussion into health, housing and land, where the same policies are being pursued. The third document describes a solution arrived at in a different situation where the community finances its own schools independently of outside organizations, such as state education departments or missions. (Author/ERB)