Images of objects produced by Native-American cultures are frequently found as curriculum resources in classrooms across the United States. It is important that objects from various cultures be introduced into mainstream classrooms. However, it is equally important that the introduction be handled in a way that is not demeaning to the culture that produced them. In this article, the authors interviewed Navajo high school students and Hopi colleagues to find out how they felt about ethnic objects being a part of standard curricula and how such objects should best be explored. The authors found that meaning and significance are essential in introducing Native American art to conventional classrooms.