This study examined the underlying tensions between three school decision-making groups regarding the inclusion of Native cultural and language content in the curriculum of a tribally-controlled elementary school in a Canadian Anishinabek community. Except for one teacher, all members of the parent school advisory group, the tribal education committee, and the teacher group agreed that Native culture and history should be included in the school curriculum, but opinions varied concerning the extent of inclusion. Teachers felt the real challenge involved human resources, physical resources, and planning. The education committee and the parent school advisory group recommended as much as one quarter to one half of the school day be devoted to Native language instruction or use. The teachers agreed that the language is important but felt that a realistic use of the language would be 5-10 percent of the day. All decision-makers agreed on the importance of Elders and other community resource people to the children's education, but the teachers rarely drew upon them as key resources because of time and planning constraints. All parties agreed on the importance of including sacred and significant places and events in the curriculum, but occurrences of such activities were rare due to concerns over safety, supervision, and planning. Teachers are faced with enormous pressures of meeting an externally imposed curricular agenda, which poses challenges for incorporating Native knowledge into the curriculum. Appendices present each group's survey responses. (Contains 11 references.) (TD)