In this paper, I address the role of educational service provision as a mode of post-colonial assimilation and encapsulation in Native Alaska (USA). I argue that these services have historically served State interests above local interests, implemented with little regard for indigenous values or priorities. The role of education provision in one Alaskan village is then analyzed. By comparing the attitudes of non-Native teachers with village parents, I argue that educational provision remains highly politicized and conflictual. I show too that as a result, social development is stymied, as the educational system cannot be fully effective until a culturally appropriate educational environment--developed with, rather than for, Alaska Natives--is implemented.