In this summary of a dissertation, results of a study of teachers providing bilingual education at a Navajo border town school are reported. Teaching Navajo language and culture in a bordertown school may require much more than language and culture content knowledge, although it is a prerequisite. Teachers must also be aware of family education histories, students' home situations, socioeconomics, the importance of English for much economic success, and school politics and policies on bilingual education. Positive cross-cultural experiences and positive experiences with bilingual education were reported by a number of teachers who were teaching or willing to teach Navajo language and culture. Teachers who have a strong personal conviction of the value of bilingual methods are enthusiastic about using them. An appropriate training program for teachers of schools with bicultural policies might include learning both content and methods in the languages and cultures involved, training for attitude development, the developing a personal philosophy of bicultural education, and learning about and experiencing cross-cultural understanding of self and others. Teachers from both Navajo- and English-speaking cultures have a contribution to make to such programs. Suggestions for further research are provided. (DP)