School-based Native teacher education programs are relatively

members of the Nishnabe Nation of Northern Ontario. Teacher education programs that prepare teachers within the context of func-tioning elementary and secondary schools are widely discussed and debated (Lapan & Minner, 1997). Studies show that effective preparation of good teach-ers includes intensive practical experience with K-12 students under carefully supervised conditions in collaboration with experienced teachers (Holmes Group, 1990; Carnegie Forum on Education, 1986; Wise & Darling-Hammond, 1987). School-based programs are a particularly effective way of recruiting minority teachers into the profession because they can stay in their home communities, which provide the social supports needed to enable them to graduate at a very high rate (Prater, Miller & Minner, 1997). School-based Native teacher education programs are relatively uncommon in the United States and Canada. In this paper we describe some of the features of two exemplary school-based Native teacher education programs based out o