Humanistic adult educational methods and traditional Aboriginal approaches have areas of commonality that can lead to an enhanced understanding of Aboriginal peoples' perspectives among undergraduate social work students in Canada. Humanistic adult education and andragogical principles foster self-directed learning among learners. Individual and group experiential learning situations that are promoted by traditional Aboriginal teachers also allow for self-directed learning and incorporate the values of noninterference, noncompetitiveness, sharing, and a sense of personal and community responsibility. Two social work courses were developed in which traditional Aboriginal approaches as well as humanistic adult educational methods were employed. The teaching and learning approaches and methods that were used to blend the two philosophical orientations were sharing circles, voluntary participation in ceremonies, group learning experience, interaction with Aboriginal role models, and the inclusion of Elders and their knowledge and experiences in the group settings. The inclusion of Aboriginal role models enhanced the students' understanding of Aboriginal peoples' perspectives and enhanced the self-esteem of Aboriginal and non-Aboriginal students. The blending of the two ideologies and methodologies led to development of grading methods that met the identified objectives of the mainstream institution. Questions and ethical implications concerning the further incorporation of Aboriginal teaching approaches into mainstream education are discussed. Contains 29 references. (TD)