This paper reviews books and research papers concerned with Indigenous science knowledge and its integration into school curricula and describes current efforts to bridge Western and Native science. "A Yupiaq World View: Implications for Cultural, Educational and Technological Adaptation in a Contemporary World" (Angayuqaq Oscar Kawagley) documents Yupiaq practices in a fish camp and how they relate to science education in Yupiaq schools. "Look to the Mountain: An Ecology of Indigenous Education" (Greg Cajete) presents a science curriculum development model reflecting Native philosophy and culture. "The Foundational Values of Cultural Learning" (Kallen M. Martin) describes the Ahkwesahsne Science and Math Project, which bases curricula in Iroquoian traditional oral literature and Aboriginal number systems. In "Lighting the Seventh Fire," F. David Peat, a Western physicist, chronicles his awakening to Indigenous science knowledge and its spiritual aspects. Peat sees advanced mathematics as a common language that crosses cultures. "Red Earth, White Lies: Native Americans and the Myth of Scientific Fact" (Vine Deloria, Jr.) critiques Western science's narrow worldview, which disregards alternate explanations of reality and promotes racism. "Redefining Science Education for Aboriginal Students" (Madeleine MacIvor), "Bridging Native and Western Science" (Pam Colorado), "Indian Givers" (Jack Weatherford), and "Whose Science Whose Knowledge" (Sandra Harding) address curriculum development, the relevance of Indigenous science to environmental concerns, and Indigenous contributions in medicine and agriculture. Super Saturday, a summer project of the Saskatoon Tribal Council and the University of Saskatchewan, is based on a Hawaiian model. Na Pua No'eau included teacher, student, and parent activities that integrated Native Hawaiian culture, language, handicrafts, history, and knowledge of the sea and sailing. The Saskatchewan project incorporates Western science, Indigenous knowledge, and Native building design. (SV)