Abstract: This paper explores the relationships between teacher and student length of habitation and knowledge of place and the process of learning to teach. A qualitative analysis of social studies instructional units developed by Indigenous and non-Indigenous pre-service teachers working in rural and urban school settings across Alaska, considered in relation to the interns' relationships to the communities where they were teaching provides the foundation for a framework considering the different ways in which place-based education might be enacted. Data analysis addresses the questions of how individual relationships with place impact the integration of place into the classroom, how a new teacher learns to enact place-based teaching in a way that allows his or her students to reap the benefits of this pedagogical mind-set and whether strategies for learning how to teach in a place-based manner vary depending on the contexts in which the students and teachers are situated.
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