This study examined the nature of and events occurring in 10 Indian/Metis teacher education programs (9 Canadian, 1 Alaskan) which could contribute to the use or development of student peer group support. Information was sought about opportunity to interact as a program/class group, events which enhance Indian/Metis identity, program components intended to develop interpersonal or group skills, the role of faculty and program delivery mode in influencing development of the group as a support system, and other factors enhancing/limiting development of the group as support. A questionnaire was piloted and sent to 21 Indian/Metis teacher education programs believed to comprise the entirety of such programs north of the 49th parallel; usable returns were received from 10 programs. Questionnaire responses indicated the following practices may foster group support systems: off-campus program location, group counseling, social events, formal orientations, attendance at native conferences, seniors acting as mentors to junior students, provision for faculty/student interaction. Other conditions identified as facilitating group development including holding retreats, providing in-program workshops, having small classes, sharing common survival problems, having a high proportion of mature students, sharing cultural values and kinship bonds, and perceiving the program to be native controlled. Factors reported to limit group development included family responsibilities, distance between home and center, transportation availability, lack of funds, heavy course loads, and many diverse cultural groups of students. (NEC)