Worldwide there are critical shortfalls of teachers, particularly in Indigenous communities. This article considers the use of nonformal education (NFE) in the form of community-based adult education (CBAE) for Indigenous teacher training to meet this need. Drawing on a literature search of Indigenous CBAE initiatives, some of the challenges and common characteristics are identified along with advantages with respect to Indigenous ownership, culturally based curriculum, and community empowerment. By its very nature, CBAE has implications for the Indigenous community's decisions about educational technology and for relationships with outsider educators. Discussion about this generates questions and guidelines to promote self-evaluation by outsider educators who, the author suggests, will find themselves in new roles and relationships. (Contains 5 footnotes.)