Since the late 1920s, a portion of the research into Indian education in Canada has included measuring the intelligence of students using standardized tests. Consistent results and explanations of these results have evolved into a debate on the legitimacy surrounding the use of these tests among cultural groups for which they have not been normed. This review focuses on (a) the current debate on the nature of intelligence, (b) the present controversy on the use of standardized intelligence tests, (c) the arguments surrounding the intelligence testing of Canadian Native students, (d) the language barrier in standardized intel­ligence testing, (e) the role of academic self-concept in Native education, and (f) the role of parental attitudes toward education. The article concludes with sugges­tions for the future of Native education.