Due to the Federal relocation programs, American Indian migration to urban areas has intensified over the past 20 years. The Indian who moves from the reservation to the city encounters an alien culture and, consequently, experiences immense difficulties in securing employment, housing, health services, and fair, unprejudiced treatment from law enforcement and other city/county officials. Although the Federal government has publcly recognized its failure to promote Indian assimilation via relocation, the pressures to integrate have been perpetuated by the urban educational institutions. Among the many adjustment problems encountered by urban Indian elementary and secondary students are: (1) cultural differences; (2) alien learning styles; (3) language differences; (4) parental transiency; (5) economically imposed truancy; (6) norm oriented teaching materials; and (7) prejudicial attitudes on the part of school personnel. Suggested means for "Indianizing" the standard urban school include: (1) promoting Indian visibility via parent organizations; (2) providing curriculum flexibility to include the Indian view point; (3) utilizing teaching materials relevant to Indians; (4) utilizing small group and self-directed instruction techniques; and (5) retraining and sensitizing non-Indian school personnel to accept cultural differences. (JC)