This article presents some of the unique postsecondary programs that have been estab­lished to meet the distinct needs of Aboriginal peoples in Canada. The case studies presented in the article point to the variety of programs and models for educational delivery. In critically examining the case studies, special reference is made to how these are designed in relation to add-on, partnership, and First Nations control ap­proaches. As indicated in this research, postsecondary education programs for Aboriginal peoples are rapidly evolving: the developments are impressive, yet many challenges remain. Fundamental questions exist at the center of the debate for First Nations educators and programmers. How does one implement the goals of postsecon­dary education? What are the criteria for evaluating postsecondary education? How can postsecondary education address both the need for more people with degrees and the need for higher education that is culturally grounded and provides students with the tools to transmit their culture? In assessing the situation of postsecondary educa­tion for Aboriginal peoples in the final section, the authors address these questions in the following areas: access and rates of completion, Indian control of Indian educa­tion, and relevance.