The exigencies of contemporary native American education require a thorough review. Issues considered in establishing a viable conceptual framework are Indian control of education, role of the Bureau of Indian Affairs and Office of Indian Education, application of federal programs and appropriations, characteristics of the new generation of Indians, inclusion of Indian culture in the curriculum, utilization of public schools, newly recognized Indians, relationship to American education, and student needs and enrollments. Dimensions critical to developing a broader approach to Indian education are family and home, tribal culture, government, religion, economic-commercial, media, health, welfare, museums, justice-correctional, time, and educational agencies. Policies that could change the direction of education call for inclusion of all schools, Indian self determination, quality education, shared responsibility and involvement, and technical assistance. Practical applications include construction priorities, changes in the quality and quantity of information reflecting Indian education, strategies for improving school holding power, full utilization of school facilities, and educational evaluation. Conclusions indicate that schools providing educational services can no longer be isolated from Indian or American life, educational leaders must possess a new toleration and flexibility, BIA Indian Education has a new advocacy role, and Indian control of schools is becoming a reality. (NEC)