The educational disadvantages of the Native American Indian student throughout history has been a source of academic concern. This paper addresses the historical and contemporary aspects of Indian education. The contemporary context of the study examines the efficacy and impact of preservice instruction of a Native American Indian Studies course on the teachers in North Dakota. One thousand, three hundred and sixty-nine (1,369) teachers receiving instruction in the course from 1981 through 1988 were surveyed. The survey focused on five key areas: teacher attitudes about the course, planning and use of the course in the classroom, application of the course to multicultural education and application of Native American values and learning styles. The findings suggest that the course is not having a positive effect on the attitudes of heightening teacher sensitivity toward stereotypes and there is an apparent indifference to adjusting curricula to reflect cultural diversity.