Descriptions of teaching in two Native-oriented projects in postsecondary educa­tion in Quebec provide the basis for the personal reflections of a teacher who is determined to teach well. Finding direction in a literature about Native adult learning, the author finds that her experience does not support the specific claims of much of the literature. Experience in teaching and communicating with Native post-secondary students brings the author to the realization that by attempting to articulate how best to teach Native students, she comes to the conclusion that all the strategies reflect good teaching practice in general and suggests that by becom­ ing more sensitive to the needs and perspectives of Native students, postsecon­dary instructors will also become more sensitive to non-Native students.