Formal schooling is less than 100 years old in the Kivalliq region of Nunavut. In the last three decades, efforts to reflect and value Inuit culture in northern schools have increased, in light of concerns over whether the dominant culture's education system was appropriate or effective for Inuit children. These efforts have resulted in varying "adaptations" to the Euro-Canadian school, but it is uncertain whether schools based on a Western model can be adapted effectively to meet the needs of indigenous peoples. Interviews and informal conversations about such adaptations were conducted with 28 educators in five communities in Kivalliq region, Nunavut. Almost all participants were southern Canadians. Participants reported very few instances where community input was solicited, noted as desired, or used in determining a school's direction, and few instances where schools explicitly taught Inuit values. Many examples were given of incorporating "Inuit curricula" into schools, and many practices were documented in which teachers attempted to structure classroom interaction to mirror cultural expectations of Inuit students. The most common adaptations reported did not directly move schools toward Inuit culture, but reflected the reality of the English-as-a-second-language environment. Recommendations focused on community ownership of schools, indigenous teachers, hiring practices and cross-cultural orientation for non-Inuit teachers, and development of bilingual culturally sensitive curricula and materials. (Contains 64 references.) (Author/SV)