This paper reports on a pilot project in curriculum integration, funded by the Ethnic Heritage Studies Program, and is intended to explore ways of coordinating public school instruction with Indian heritage education. Classroom teachers in a suburban school district participated in six workshops with Indian parents, students, and heritage instructors in area Title IVA and Title VII programs. Contact theory was used to design a series of structured, cooperative activities. These included: goal-setting for multi-cultural education, evaluating instructional resources, integrating content areas, training in cooperative learning strategies, and improving home-school communications through critical incident scenarios. Consultants presenting included traditionalist elders. Workshop activities are described and demonstrated, and results to date from responsive evaluation interviews are reported. It is proposed that the workshop design may have applications elsewhere, particularly in urban and suburban districts with Title IVA or other heritage programs. (AUTHOR)