In 1998 the Government of Canada announced Gathering Strength – Canada’s Aboriginal Action Plan, which called for a “renewed partnership with Aboriginal people based on recognizing past mistakes and injustices, and acknowledging its role in the development and administration of residential schools” (Indian and Northern Affairs Canada, 2005). The plan was meant to provide First Nation communities greater control over their education (i.e., parental involvement, local control, teacher training, and the use of language and culture in the classroom).

According to a recent document titled Education Action Plan – Indian and Northern Affairs Canada,(see Auditor General of Canada’s Report, 2004), improving education outcomes of First Nation students requires the pursuit of three goals: (1) to strengthen the quality, accessibility and relevance of educational programs for First Nation students, (2) to improve planning and management of First Nation education programs and supports, and (3) to better foster interconnections and collaboration between First Nation community leaders, First Nation school leaders, and other stakeholders. In relation to the three goals in the report, this paper explores the general progress of First Nation populations in Canada, and highlights past and present trends of exploitation and marginalization in schools. The paper further examines two First Nation communities in North Eastern Canada with focus on community involvement and school leadership. Implications for First Nations school leadership are presented with an understanding that school leaders and other stakeholders can share the same vision and contribute fully to the achievement of commonly pursued results. Teaching and leadership experiences of the author who worked in Northern Canadian schools are shared.