This paper addresses issues relevant to international development programming, particularly with reference to distance education programming in indigenous communities of the Canadian north. A major issue in international programming is the role of the community. Without the participation of indigenous peoples as partners in program design and implementation, conventional management models will not succeed. Partnerships in the development and management of international projects allow each partner to contribute to the project's value and sustainability and broaden the knowledge base on which techniques, process, and results are built. The points are the same for distance-education teacher education in remote communities: the participation of local indigenous people ensures respect for their knowledge systems and promotes the sustainability of the educational endeavor. A community focus increases understanding of situational realities at different levels in a distance-education system. Community interactions at local, regional, national, and international levels must be analyzed, accommodated, and incorporated into planning and implementation. A focus on community will also ensure flexibility in delivery methods to suit local circumstances. Examples of distance education projects in northern Canada and in Ghana illustrate the need to analyze community involvement and the levels and types of relationships within programs. (SV)