The primary purpose of this study was to determine the relationships among selected characteristics to attitudes held by students relative to various aspects of the educational program at Phoenix Indian High School (PIHS), Sherman Indian High School, and Stewart Indian High School. A secondary part of the study compared Indian students' attitudes to those of Mexican American and Black students at Phoenix Union High School (PUHS), an inner-city school. A 65-item instrument was designed to obtain information pertaining to 5 categories: recreation, teachers, self-concept, home attitudes toward school, and value of education. Included in the sample were 578 PIHS, 385 Sherman Indian High, 356 Stewart Indian High, and 1022 PUHS students. The attitudes of students within Phoenix, Sherman, and Stewart Indian schools were analyzed in terms of school, sex, grade level, tribe, years in public school, years in BIA school, supensions, and infractions. Treatment of data consisted of extracting the attitude scores by summing the numerical scores assigned to each response. These raw scores were analyzed using 1-way and 2-way analyses of variance. Several significant relationships were revealed. Among them, it was found that students in the 3 Indian schools had positive attitudes, but PIHS students had more positive attitudes toward all 5 categories than did Stewart and Sherman students. PUHS students showed more favorable attitudes toward self than did students from the Indian high schools. The questionnaire is appended. (LS)