Research indicates Native American children view themselves more negatively than their Anglo counterparts and many self-concept enhancement techniques attempted with Indian pupils fail because they have been predicated on Anglo behavior patterns such as self-praise, teacher praise, popularity, and self-pride programs or competition, personal property, and verbalism, which are in direct conflict with the Indian value system of cooperation, shared property, and reticence. The paper consolidates relevant literature which deals with schooling and self-concept functioning of American Indian students and identifies independent variables and their effects which have been utilized on self-concept functioning. An educational/psychological model is proposed which calls for interface between student, teacher, and educational system and which allows Indian pupils to enhance their self-concepts by successfully interacting biculturally with Anglo and Indian societies. Finally, new directions are suggested for the school counselor to take in helping create and implement educational programs designed to facilitate positive self-concept development and maintenance of Native American pupils. Suggestions include: indepth counseling with the student; helping the student form appropriate self-comparison groups; placement of more than one Native American student in the classroom; and counselors who, if not Native American, understand the Native American culture thoroughly. (Author/AH)