This paper will draw on the educational leadership experience of several different Indigenous groups. Many Canadian schools, particularly in the western provinces and northern territories, have significant Indigenous populations. Indigenous educators in leadership positions report continuing discomfort with practices derived from a Eurocentric worldview. Theoretical material covered in courses on educational leadership has yet to reflect the Indigenous experience and worldview. Since no body of theory concerning this topic currently exists, theory is being derived from praxis. The first author has conducted action research/learning projects with the Makushi Amerindian people in Guyana, Canadian First Nations people, and the Inuit in Canada’s Arctic, as part of an on-going process to co-create an understanding of Indigenous educational leadership in a contemporary context. Specifically, the paper will offer two linked case studies of Indigenous educational leadership. One case study will focus on a Makushi Amerindian leader (2nd author) and his vital role in creating a post-secondary training centre, the Bina Hill Institute, in Guyana. This institute is intended to maintain Makushi traditional knowledge and language while preparing Makushi youth to participate actively in development activities now penetrating this hinterland area. The second case study will focus on a First Nations leader (3rd author) who developed Rediscovery in the Schools for urban Indigenous children, intended to reconnect them to the natural environment and their traditional culture. Their leadership will be explored in relation to insights gleaned from a curriculum development project conducted with Inuit Elders concerning Indigenous leadership and to mainstream educational leadership theory. .