This paper is an analytic essay that examines the treatment of the Cherokee Trail of Tears in a North Carolina fourth grade textbook. I begin by offering a satiric look at an imaginary textbook's treatment of the Holocaust that is based closely on the actual narrative of the Trail of Tears written in the fourth grade text. Following this, close scrutiny is applied to the fourth grade narrative, looking at its subtle messages, its questionable historical methodology, and its lack of drama. The second half of the paper is organized around the state of American Indian education in North Carolina as reported by the State Advisory Council on Indian Education. The challenges mentioned are investigated in light of the fourth grade text's treatment of the Cherokee Trail of tears and its possible repercussions. Finally, several ideas for reform are posited for consideration.