The education of First Nations people has primarily been used for assimilation pur­ poses. The last 30 years have witnessed a turn of events whereby First Nations people have started to assume control of education with the primary impetus being self-deter­mination. Achieving self-determination through education has been hindered by the social and cultural problems associated with colonization. To combat colonization and effect healing, the concept of wholistic education has been offered. Wholistic education describes the pedagogical approach to educating First Nations people that develops the whole child: intellectually, spiritually, emotionally, and physically. A wholistic ed­ucation is compatible with traditional tenets of First peoples' conceptualizations of well-being and good life. The article outlines the obstruction of self-determination through the implementation of a standardized provincial curriculum. Discussion then focuses on the epistemological and pedagogical shifts required effectively to use First Nations' orientations, sources of knowledge, and teaching practices to effect a wholistic education.