In 1987, the author accepted the position of principal/program-support teacher in the Inuit community of Anurapaktuq in the Baffin Island region of Nunavut, Canada. In the 4 years she spent there, positive changes occurred in the K-9 school and community. This book recounts how and why this was achieved. Chapter 1 describes the psychological context, research design, methodology, and development of the book. Chapter 2 describes the history, ecology, and sociology of the community, and the author's previous experiences as a primary teacher and special education programmer. Chapter 3 discusses major changes effected at the school: improved attendance; increased student commitment; increased cognitive and language development, particularly in Inuktitut; and increased numbers of Inuit educators in the school. Chapter 4 discusses the instructional strategies that led to change in the school: teaming and theming, learning centers, small-group instruction, consideration of the Inuit perspective, the use of Inuktitut in the school, parental involvement, and assessment and tracking of students. Chapter 5 contains five sections about staffing: increasing the number of Inuit educators at the school, teacher development, increasing language and culture in the school, cross-cultural issues related to being a non-Inuit in an Inuit school, and the creative allocation of staff. Chapter 6 has three sections devoted to the role of the principal: philosophical orientation, the use of time, and the ethic of caring. The epilogue recaps insights into education change. Two appendices present the Anurapaktuq school goals and discipline policy, based on "Catching 'Em Being Good." (Contains 76 references and an index.) (TD)