Describing the development of Rocky Boy Reservation's American Indian controlled elementary school, this paper addresses the following: Background (the Bureau of Indian Affairs day school era prior to 1960 and the transition in 1970 to a tribally controlled elementary school); Philosophy (equal emphasis on Chippewa-Cree and U.S. culture; parental, student, and community involvement; locally developed and designed curricula; individualized instruction, including study of tribal culture and government and the immediate environment); Program Description (physical education and recreation programs and a history research project funded via Title IV of the Indian Education Act of 1972; remedial reading and home school coordinator programs funded under Title I of the Elementary and Secondary Education Act; and a bilingual program); Governance (support by the state of Montana for local control; an all Indian Board of Trustees; and role clarification for the superintendent, principal, and school board members); Financing (a $1,000,000 budget supported by a 25% Federal contribution under Public Law 874, categorical Federal grants, limited state funds, and no tax effort); Staffing Problems (development of a locally based teacher education program to counter the problems of isolated geographic location and poorly prepared Anglo teachers); Effects of Indian Control (enhanced self images and greater participation producing a model school). (JC)