The article examines issues related to assessment and instruction for Native North American learners. The inappropriateness and inadequacy of assessment instruments normed on the majority population is demonstrated for Inuit learners. Bias in favor of the majority culture, in both assessment and curriculum content, has been identified as leading to low academic achievement of Native stu­ dents. A number of approaches to Native assessment and instruction are ex­amined, particularly attempts to identify Native learning styles and to adapt curriculum and instruction to match Native learning styles. A cognitive educa­tional model of assessment, programming, and instruction is proposed to meet the instructional needs of individual Native students for development of each student's full potential.