Policies to ensure education equity and programs to foster educational advancement among Aboriginal people have been in place for several years in most Canadian jurisdictions. Despite of the successes brought about by these policies, questions about just how much has been accomplished, and how best to secure desired results, remain matters of extensive debate and much skepticism on the part of many groups, including major Aboriginal organizations. Teachers occupy a pivotal role in this scenario. Their roles are framed in both specific terms and broader pedagogical expectations within curricular mandates, while their professional associations have also embraced Aboriginal action plans and initiatives. In this article, the author presents the findings of a study that investigated teachers' work in Aboriginal communities. Teachers in twenty-seven jurisdictions in Manitoba and Saskatchewan were surveyed to gain insight into their perspectives on experiences and current teaching circumstances, background preparation and training, Aboriginal education programming initiatives, teaching conditions, and school and community climates. (Contains 1 table and 2 notes.)