The relationship between Indian education and multicultural education was studied via an exploration of the literature and a survey of a random sample of 50 parents and the total teacher population (n=18) of Standing Rock Community Elementary School, Fort Yates, North Dakota. A 30-item attitude scale with a reliability coefficient of .89 was administered personally to the 50 parents and in a group setting to the 18 teachers. Conclusions based on the statistical treatment of the data gathered for this study indicated a difference between parents and teachers in their attitude toward the concept of multicultural education in their school (grades K-6). Teachers' attitudes were more positive toward such a program than parents, with their attitudes and experience being the two variables which must be considered when drawing conclusions about this differences. Although age and sex did not produce any statistical differences in parent attitudes, differences were found in location of residence of parents, degree of Indian blood, tribal enrollment of parents' and parents level of education. In conclusion, the findings did not provide a definitive answer to the question, but they provided a set of comparative answers suggesting which groups were more favorably disposed than others to the concept of multicultural education. (AH)