The purpose of this document is to report on the ways in which formal education of Cree Indian youths influences the development of their psychological identities. The sample for the study was comprised of 109 adolescent Cree Indians from the Mistassini and Waswanipi bands located in north central Quebec. These youths attended elementary and high schools in La Tuque, Quebec; Brantford, Ontario; and Sault Ste. Marie, Ontario. It is noted that the socialization patterns of these youths alternate between the traditional Indian way of life and that of modern white society. Evidences are drawn from clinically oriented anlysis of the Adolescent Adjustment Interviews and are supplemented by field data and the use of informants. Recommendations from the study deal with diminishing the intensity of identity conflict among Cree youth through (1) encouragement to retain sufficient emotional attachment to traditional values, (2) designing school curricula to validate self-images, and (3) reducing discontinuities in the enculturation of Cree children. (EL)