When prospective teachers are asked to discover something about the Native peoples on whose homelands they live and will earn their living, why do they have such difficulty locating material that reflects a contemporary indigenous perspective? Is it that there are no resources out there to help them in their search, or is it that they only find what they expect to find, replicating the narrowness of educational histories? As future elementary school educators, the author's students will be expected to teach a required unit on Native Americans in the fall term of fourth grade. Whether they approach this requirement as an exercise in replicating malignant stereotypes or critically examining them will be their choice as future educators. Unfortunately, this critical approach will most likely not be suggested by curriculum supervisors, themselves embedded in a culture that turns a blind eye to anti-Indianism. In this article, the author describes ways in which she could demonstrate to her students ways to meet state mandates while discovering the concerns and perspectives of contemporary Native peoples. (Contains 1 footnote.)