The paper presents 45 questions teachers have about education of Alaska Native students, and answers to those questions. Teachers are cautioned to avoid assuming that White, middle-class society and Standard English are the only acceptable standards, to be aware of differences in culture and values between Native groups and between Natives and Whites, and to avoid stereotyping of Native students. A question on emphasizing the importance of literacy to students' future lives evokes a response that it might be better to bring literacy instruction into line with actual out-of-school needs so it would make more sense to students. Other questions address communication with Native parents, student motivation and expectations, effects of the Alaska Native Claims Settlement Act, and orientation of new teachers from outside Alaska. Improving teacher effectiveness, fostering students' leadership abilities, helping students with career plans and long-range planning, and learning about differences in culture and communication patterns are covered. Teachers are warned that awareness of cultural differences can produce negative as well as positive results, and that apparent hostility (lack of response) in students may actually be an expression of respect or caution. Preparing students to cope with an unaware or hostile world is discussed. (MH)