As the second volume in a four-volume series on the Oklahoma Indian Education Needs Assessment Project, this report presents the development and results of the needs assessment phase. The needs assessment questionnaire is described as involving 18 goal statements, 43 educational need statements, and an open-ended category for additional goals and needs. The survey population is identified as follows: Bureau of Indian Affairs (BIA) Advisory School Boards (n=24); Title IV Parent Advisory Committees (n=85); Johsnon O'Malley Community Education Committees (n=69); teacher aides (n=62); tribal leaders (n=66); grassroots American Indians (n=127); public school teachers (n=310) and administrators (n=127); Indian students (n=162); BIA administration and staff (n=56); Major results of the ranking and rating of educational goals, program needs, and the additional perceived goals and needs are identified as follows: eight of the 10 groups ranked the teaching of cognitive skills as the most important goal, but the student group ranked affective development as most important; six of the 10 groups ranked the need for trained counselors as the most important need, but public administrators ranked skill training and vocational education as the two most important needs; more guidance and counseling services and/or special programs ranked highest in the open-ended category. (JC)