As part of the Canadian Teachers' Federation's (CTF) ongoing work on education-related Aboriginal issues, CTF conducted a survey to seek out the perspectives of classroom teachers on diverse topics related to Aboriginal education with a view to informing practice and policy. CTF received nearly 1,900 responses to the online survey from teachers in public elementary and secondary schools across the country. The survey, which was distributed through CTF's Member teacher organizations, was conducted in November and December 2015. Two thirds of teachers surveyed report they incorporate some issues, content, or perspectives related to Aboriginal people into their current teaching practice. Among these respondents, half reported they do this occasionally, while one third do so regularly. By far, the most frequently cited approach to introducing Aboriginal education into the school curriculum is by integrating it into courses such as Cultural Studies, History, or Geography. While the majority of teachers indicated they felt Aboriginal culture was represented in their school's curriculum, 41% said that it was somewhat represented while only 13% felt it was significantly represented in the curriculum. Among the opinions expressed by teachers were a need to connect Aboriginal content to curricular outcomes. A number of respondents expressed the need for a balance in the curriculum between teaching Aboriginal content and perspectives and teaching about other cultures in a multicultural society.