The Constitutional Act 1867 established a dual system of education in Canada – provincial authority and federal responsibility for First Nations’ education. As a part of its treaty obligations, Canada agreed to provide western schools and services equitable with that provided by provincial systems (Morris 1880/1991). The authors argue that the federal system of education for First Nations children has only a surface similarity with the provincial systems. The fractured federal approach to First Nations education – lack of a governance system, educational policy, limited second level services and funding inequities – contributes to dissimilar educational services and inhibits First Nations’ student learning and effective educational outcomes.