This report examines recruitment and retention of Aboriginal teachers in Saskatchewan (Canada) a decade after principles of equity were voluntarily adopted by some public school divisions. Data were gathered via questionnaires completed by 25 teachers of Aboriginal ancestry, 17 graduates of the Saskatchewan Urban Native Teacher Education Program, and 15 directors of education as well as interviews with 6 teacher education program graduates and 6 directors of education. Forces that restrain and drive the successful recruitment and retention of Aboriginal teachers are outlined. Relevant issues are discussed, including the need for education equity, the Aboriginal teacher as role model, special recruitment efforts, demographic considerations, improving hiring and retention, Aboriginal teachers and school improvement, racism and discrimination, improvement for Aboriginal students, and improvement for Aboriginal teachers. The study concludes that the successful recruitment and retention of Aboriginal teachers will take place by coming to terms with the context of broader economic, political, social, and educational changes in which recruitment and retention occur. A receptive, knowledgeable, and caring school and division environment is important for success. Care and attention to the process of implementing change is as important as the results expected. Twelve recommended policy directions are described. Appendices provide background information on the project and copies of survey questionnaires. (Contains 25 references.) (JDD)