This paper describes how education as a function of society is controlled mainly by professional education associations and influenced to a small degree by local cultural groups. An alternative for control of Indian education is explored with respect to the potential of school boards for flow of power and relationship to Indian cultures. Community culture has influenced schools indirectly by influencing teachers' primary relationships, but community influence on a school's technical system disappeared with the advent of national systems of education. National education systems resulted from professional training of educators and the formation of professional associations, backed by state power over certification and curricula. Professional norms were so powerful that they replaced cultural affiliations. School board roles were weakened by the professionalization and state power that was used to conform board members to professional rules. In a few experimental districts like Rocky Boy, Montana, native-American boards of education and professionals worked to create new board member roles which did not follow the existing patterns set by professional associations. If experimental schools are to be created according to the perceived needs of communities, then school board members and professionals will have to work together to create new board member roles that are more responsive to the culture of a community. (Author/ND)