This paper uses Nunavut's compulsory schooling policy as a case study to discuss the role that cultural difference plays in policy development and implementation. The central argument of the paper is that the implementation and sustainability of the compulsory schooling policy would be fraught with enormous problems, given its colonialist, rationalist orientation and marginalization of Inuit cultural values. The paper draws from the author's journal entries recorded during the six years of his teaching and administrative career in Nunavut territory, along with relevant literature in the field to guide the discussion. It concludes that four key anchors are needed for effective implementation and sustainability of the policy: flexibility to implement the policy at the community school level, support of critical stakeholders, made in Nunavut curriculum, and compulsory teacher certification courses in Inuit philosophy and pedagogy.