Teachers on Indian reservations or in Indian communities are a specific homogeneous group since they teach the same minority group, live in a specific but often different area, and function in a cross-cultural situation. This study examined teachers of the Papago Reservations and delineated obvious differences between them. Profiles are given for Bureau of Indian Affairs teachers, teachers in the Indian Oasis School District, and all teachers as a whole. Initial contacts were made with the superintendents of the respective groups; 100 percent of the Bureau staff and 90 percent of the county respondents were sampled. Social distance between the teachers and Indians as an indication of community integration could not be measured by this questionnaire. Responses to the question,"American Indians have made major contributions to American society" were positive for both groups at a 90 percent frequency. There are 2 possibilities that account for these answers: (1) many may have answered by reaction rather than by considering the question and answers; or (2) the consideration that, for the Indian to have a valid culture, he must somehow show how it relates and contributes to American society. If these are correct, then there are important implications for Indian education. If teachers are going to work with Indian problems and carry with them the assumption that the Indian must somehow relate to American society as a whole, the possibilities of negative consequences are greatly increased. (KM)