The author's experiences of learning her heritage language of Deg Xinag, an Athabascan language spoken in Alaska, serve as a backdrop for discussing issues in learning endangered indigenous languages. When Deg Xinag is taught by linguists, obvious differences between English and Deg Xinag are not articulated, due to the lack of knowledge of cultural contexts and the failure to document language beyond the lexical and grammatical levels. Multilingual teachers are able to provide the context that is often ignored. There are rarely practical dictionaries and grammars available to assist in the learning process. Although writing and studying written language is not considered the best way to learn conversational language, it helps, especially considering the lack of other resources. Regular interactions with native speakers of the language help in learning conversational language. Total Physical Response, a popular way to teach/learn language, involves giving commands that require some action on the part of the learner. However, the Deg Hit'an do not use commands, which reflects a different value system. When recording conversations for use in language learning, there are many issues involved in obtaining permission. Who should have ownership of audiovisual materials? How will the material be used? How will the material be cared for? Where should materials be stored? Who should have access to the materials? Fortunately, there are now indigenous educational models providing examples of contextual/situational learning that can be applied at a grassroots level. (TD)