Recognizing that educational change in Nunavut has not been extensively documented, this article provides an entry point for considering how Nunavut can be better understood and situated with scholarship on Indigenous education in Canada. Comparing the history of education in Nunavut with key turning points in First Nations education, the article illustrates important distinctions in understanding the Arctic context. Examination of more current issues illustrates the distinctive perspective offered from Nunavut – Canada’s only jurisdiction where the entire public education system is intended to be responsive to the Indigenous (Inuit) majority. Finally, four areas of common struggle are proposed for further consideration: walking in two worlds; human resource development; decolonization; and, radical implementation and radical pedagogy.