Math in a Cultural Context (MCC) was developed from ethnographic work with Yup'ik elders and teachers. The need for culturally based curricula seems obvious to those in the field of educational anthropology, but not necessarily to policymakers. Two case studies of novice teachers, one cultural "insider" and one "outsider," illustrate how each effectively taught MCC. The insider transformed her teaching by allowing student ownership through inquiry and cultural connections. The outsider deepened her mathematics content knowledge and found a perfect pedagogical fit through MCC. (Contains 2 notes.)