This study examines perceived teacher role definitions in educating Inuit students inNunavik. Recent work in Aboriginal, critical, and anti-racism education, along withthe Cummins model, build on poststructural theory and constitute the conceptualfram ew ork o f this research project. The methodology includes individual intervieivs,short-answer questionnaires, and Likert-scale questionnaires completed by a group o fform er Kativik School Board members. The data suggest that teacher role definitionsmay have both positive and negative effects on Inuit students through their classroomand community interactions.