The study described the characteristics of Navajo and non-Navajo teachers and determined their similarities and differences. In the spring of 1970, 65 Navajo teachers of Navajo children and a sample of 100 teachers from the Bureau of Indian Affairs personnel including Negro, white, Oriental, and other American Indian tribes were mailed a questionnaire. Forty-two Navajo and 83 non-Navajo teachers responded. The instrument had two parts: (1) items which produced data on the teacher's background, including formal education and home style, and (2) an adjective check-list which gave general teacher perceptions of the Navajo child and four other concepts considered pertinent to the teaching process. Background data of the two groups were significantly different except in areas pertaining to formal education and preparation for teaching. Navajo teachers started life as typical Navajos and were transformed, through education, to atypical individuals. There were no significant differences between the two groups regarding their major perceptions of the Navajo child nor in their selected educational objectives for the child. Navajo teachers were more sensitive to the child and found the child to be more likable and to have more scholastic potential. The study concluded that while there were significant differences between the two groups, there were enough similiarities to form a basis for teamwork on behalf of Navajo children. (Author/NQ)