We explore concerns about punctuality, attendance, and student underperformancein Nunavut schools informed by a study (Berger, 2001) that surveyed predominantlyQallunaat (non-Inuit) educators about current and desired adaptations to schoolsmeant to move school culture toward Inuit culture. We argue that the clash betweencontemporary Inuit culture and Qallunaat school culture, problems with currentschool practices, and the region's colonial past and present all contribute to makingresistance and poor student performance predictable and inevitable.Recommendations include true Inuit control of education including meaningfulconsultation with communities, adoption of curriculum and pedagogy that honorInuit culture, and extensive cross-cultural and ESL training for Qallunaat educatorsworking in Nunavut.