Since the school boycott at the on-reservation St. Regis elementary school in 1968, the Mohawk Indians have made major strides toward achieving greater educational opportunity, cultural awareness, and community self-determination. Under the leadership provided by the chiefs and the 3 elected committees--education, housing, and library culture center--a number of programs have been initiated which have served to improve the quality of life on the reservation and open new opportunities for Mohawks. Beginning with the library project the Mohawks have attempted to bridge the barrier to tribal unity created by the international border (United States and Canada) that divides tribal lands. Planned programs in education, health, and economic development are aimed at further reducing this artificial division of the Mohawk community. There exists a growing sense of pride in the community by virtue of the accomplishments achieved over the past 6 years (1968-74). The presence of the cultural center and the initiation of mohawk language and cultural-history courses in the schools has contributed substantially to increasing Mohawk tribal identity and self-awareness. The sense of unity and community strength which developed out of the school boycott has enabled the Mohawks to begin the long road to regaining control of their community. Membership on the school board and voting rights in school elections have made the school districts more responsive to Mohawk needs. (FF)