Memorial University’s 2009 Presidential Task Force on Aboriginal Initiatives called for the establishment of a community-based teacher education program for Labrador. The Faculty of Education at Memorial and the Nunatsiavut Government (NG) subsequently worked together to develop an Inuit-focused primary-elementary pre-service program for Goose Bay, a community adjacent to Nunatsiavut. For NG, the training of local Inuit teachers in the Inuit Bachelor of Education (IBED) is an important step towards taking control of the K-12 education system in their land claim area. In this paper we explore the design and pedagogical practices of that program. The macro-level program design pays attention to context-relevant factors such as academic and cultural supports, program sequence and schedule, workload-family balance, and the selection of instructors. The curriculum design is guided by “Two-Eyed Seeing,” a model that respects the differences in Western and Indigenous ways of understanding the world and draws on the strengths of both (Marshall, Marshall & Iwama, 2010). Inuit culture is infused, in all aspects of the IBED, through land- based experiences, Inutittut language training, the inclusion of Inuit Elders, and the use of Inuit specific resources. The pre-service teachers are developing pedagogical practices that: reflect Inuit ways of teaching and learning, embrace culturally relevant Inuit education within the context of provincial curricula, and align with the goals of The National Inuit Education Strategy (2011).
 Level V is the normal certification level for graduates entering the profession; higher certification levels (Level VI and VII) are acquired through advanced study, such as graduate certificates or degrees.