This paper discusses issues in the recruitment, retention, and training of Native college students as teachers and school administrators. The number of Native educational professionals serving schools for Native students is extremely small, and there is evidence that even this number is declining relative to the increasing Native school population. Barriers to Native college enrollment include insufficient financial aid, social alienation, few identifiable role models, higher admissions requirements, and inadequate preparation for college. Universities do not seem to have their past fervor for recruitment and accommodation of Native students, although there are examples of institutional commitment that fosters Native student success. These institutions use methods that can be replicated, including personal contact recruiting, tribal involvement, participation by institutional officials and the host community, educational and emotional support services for Native students, and the aggressive pursuit of culturally aware faculty and staff. Innovative approaches to teacher and administrator education include cooperative agreements between tribally controlleed community colleges and four-year teacher training institutions and community-based and home-study programs. Schools with significant numbers of Native students should aggressively pursue Native teachers and could promise employment upon certification to their own aides and students. This paper contains 43 references. (Author/SV)