The problems many Indian children experience in schools-- low academic achievement, absenteeism, high drop-out rates-- cannot be solved by any one individual. Instead, it requires action by the entire school system and, especially, greater leadership by Indians themselves. Tribes must become partners in the process of school reform and become more involved in the work of their schools. It is known that small changes to the curriculum do not get to the root of the problem. But what, exactly, should be done? What does it mean to pursue "systemic" reform? In this paper the author describes the work of educators participating in the National Science Foundation's decade-old Rural Systemic Initiative. Focusing on regions of "persistent rural poverty," the NSF supports a diverse range of programs working to promote fundamental change in how math and science education is taught in some of the country's poorest, most isolated schools. Rural Systemic Initiative leaders, while differing in their approaches to reform, all agree that a quality education must reflect the values of tribal peoples and must ultimately serve to strengthen whole tribal communities. (Contains photos.)