This study sought to understand the perceptions of American Indian educators as they made their way through a pre-service school administrator preparation program at a large, public research university. The Model of American Indian School Administrators, or "Project MAISA", prepares American Indian/Alaska Native teachers to obtain Master's degrees to become licensed principals or other administrators within school systems of the state and/or nearby areas. The study used the lens of cultural imperialism (Downing, Mohammadi, & Sreberney-Mohammadi, 1995; Schiller, 1996) to view how these American Indian pre-service administrators viewed their world within the realm of a dominating culture. Data were collected through three focus group discussions based on an open-ended, semi-structured questionnaire. From analysis of the data emerged five major themes: "Relationships", "Outside influence", "Getting prepared", "Altruism, and Concern for Family". Interested in finding out whether the "MAISA" program was staying true to its mission, which was to provide a culturally relevant program with an American Indian/Alaska Native focus, we were hoping "not" to find utility in the theoretical framework of cultural imperialism. Although we were not disappointed, we, the researchers, felt that we must be ever vigilant in the planning, preparation, and delivery of American Indian/Alaska Native programs like "MAISA". Our schools and universities often mirror the greater society. We believe that cultural imperialist is found in many areas of our society; one of the major effects of globalization has been such cultural imperialism. Our research indicates that non-traditional programs such as "MAISA" are sorely needed.