Cultural sensitivity is a goal for effective educators in Canada. They must make a clear differentiation between multicultural adults for whom English is a second language, who are pursuing linguistic needs for functioning in the Canadian workplace, and culturally unique First Nation (Native American) students, who have always lived in Canada and are actively pursuing education that meets their cultural needs, ideals, and values. Adult students in both cultural communities were compared under the following categories: family, holism, and humanism; culture and voice; school, technology, and employment; politics, assimilation, and acculturation; and voluntary and involuntary minorities and democracy. The comparison illuminated similarities and differences between multicultural immigrants and native Canadians. The effective adult educator reflects on these similarities and differences in heritage and student learning styles to deliver pragmatic curriculum that achieves outcomes of learning, personal development, and employability to students with mutual trust and respect. (Contains 35 references) (Author/KC)