Since American Indians are extremely diverse in their social and cultural situations and are widely scattered geographically, any set of educational prescriptions must be flexible, allowing for variations among individuals, tribes, and regions, as well as among occupational and social class positions. Local representation and control coupled with careful monitoring via research, investigation, and evaluation are needed to prevent waste of Federal funds and to meet the educational demands of Indian diversity. Program provisions for tribal traditional Indians living in a rural enclave should include: (1) parental school board representation; (2) specifically tailored bilingual and bicultural curricula; (3) reservation based training programs for teachers and adults; (4) counseling for boys via physical education programs; (5) elimination of mass boarding facilities for elementary school children; and (6) use of innovative small residential systems for secondary education. Provisions for middle class rural Indians should be directed toward preservation of cultural ties and successful college experiences, while urban Indian education should be directed toward exploring educational alternatives via use of Indian centers, existing boarding schools, or reservation facilities. Options of graduate and vocational training should be provided for Indian adults. (JC)