Sixty teachers and supervisors from eight western States attended a two-week training institute for teachers of Adult Basic Education who were working in Indian and Eskimo areas. Only 10 percent of the participants had prior training or experience in the area. The Institute's purpose was to acquaint teachers with the characteristics and motivational patterns of traditional American Indian culture and its relationship to the dominant Anglo-American society. A participants' evaluation indicates on the basis of 42 responses that the institute was quite successful. The institute introduced problems of adult education for the disadvantaged and emphasized the development of motivational skills. Such topics as use of native materials, curricular materials, ABE and the reservation resources were examined through lectures, discussions, and field trips. The directions and needs of these ethnic groups, social and economic conditions inhibiting educational opportunity, and the goals of Indian activists are discussed. R.E. Stake's evaluation model to assist ABE directors in systematic information collection and decision-making is described at length. Recommendations are made for continued work among urban Indians, increased ABE programs in Alaska, and publication of Indian curricular materials. (Author/NH)