This paper identifies problems in Native American teacher training and suggests solutions to improve the training. In New Mexico, ideal candidates for teacher licensure are a group of Native American teacher assistants who work with Native American students. Most lack the general education requirements for a bachelor's degree and must take extensive coursework. Although 29% of the teacher trainees at the College of Santa Fe are Native American, only 56% of these trainees are active during any given semester, compared to 78% and 77% for Hispanic and other ethnic groups, respectively. Factors that explain disruption in teacher training of Native Americans are: (1) poverty; (2) geographic isolation; (3) family commitments; (4) cultural conflicts; and (5) inadequate academic experience. To address these problems, the program contacts Pueblo councils to find candidates for teacher training. Efforts also continue to recruit Native American teacher assistants, by providing financial support for coursework through school districts and by offering core coursework at the same institution as that in which students do their teacher training. Native American students could be retained in the program by offering them a larger monthly stipend, more on-site courses, and on-site advising and tutoring. (KS)