Assessing the first institution of higher learning on an American Indian reservation in the U.S., this evaluation departs from the orthodox in that it addresses "need" areas observed during the Navajo Community College's first 12 months of operation (organization, budget and finance, communication, students and student services, curriculum, special services and planning). Additionally, pertinent information re: the historical-cultural perspective and its impact upon the college are discussed. Development of facilities and staff as funded by the Office of Economic Opportunity (OEO) are discussed in terms of clarification. Since it has become apparent that NCC has serious difficulties attracting and holding students, student characteristics and supporting data (derived from school records, tests, and surveys conducted by the Pacific Training and Technical Assistance Corporation) are presented in both narrative and tabular form (includes results from: American College Test, Farquhar Motivational Scale; Kuder Occupation Interest Survey; and other attitudinal instruments). Data derived from administrative inventories are presented in terms of organization and governance (in general, these data indicate major weaknesses). Evidence regarding the faculty and the curriculum is derived largely from a faculty opinion survey wherein each of the four major programs at NCC (AA degree, Navajo studies, vocational-technical programs, and continuing education) is analyzed in terms of general and individual faculty responses. (JC)