For over 400 years, Wabankaki children of Maine and eastern Canada have been assimilated into schools established by European immigrants. Low high school graduation rates, poor achievement outcomes, and overrepresentation of students in special education reveal an "invisible crisis" that threatens the survival of the indigenous culture and communities. Here we describe a collaborative cross-border project between the Gesgapegiag Mi'gmaq First Nation and northern Maine university professors that produced culturally based curricula in science and early childhood education. Our work involved indigenous ownership, cultural content, language, and instructional strategies.