This paper overviews a proposal for implementing an adult literacy program in a small tribal community in northern Alberta (Canada). The program would enhance participants' ability to manage change affecting the community's economic, social, and educational circumstances. Recent data indicate that 24 percent of Native Americans in northern Alberta lack literacy skills, 31 percent of students leave school before completing the 9th grade, and 85-97 percent of students do not complete school. Nose Creek is a remote, tribal community of 25-30 Cree, half of whom are adults. Local services are minimal and include a two-room portable public school, electric power (for some), and one mobile phone. Public schooling up to grade 9 is provided in English by one teacher and a local aide. Very few students leave their communities and families to pursue a high school education. Recently, the community has been challenged by social changes that have eroded the traditional economic base and increased the community's dependence on government assistance. Community members realize the importance of literacy development in confronting their changing circumstances and have identified three primary uses for literacy: to improve their ability to effectively communicate with public agencies, to increase their understanding of community management and interaction with mainstream society, and to develop entrepreneurial and employment skills that promote economic independence. Based on these needs, a proposed model for adult literacy education was developed by the Northland School Division, Alberta Vocational Center (AVC)-Lesser Slave Lake, Grande Prairie Regional College, and Nose Creek elders. Based on nontraditional premises, the proposal addresses objectives, learning strategies, curriculum development, instructor role, learning resources, program and student evaluation, program administration, and funding. (LP)