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This paper addresses the role of Rural Systemic Initiatives (RSIs) in linking tribally controlled colleges to systemic reform efforts in rural communities. RSI is a program implemented in 1994 by the National Science Foundation to improve science and mathematics education in rural areas. RSIs were established in regions with low population density where more than 30 percent of school-age children live in poverty. The role of institutions of higher education in these efforts has been in areas of pre-service training to student teachers, leadership in curriculum development efforts, and research. Four RSIs in Indian country are the Alaska Native Rural Education Consortium, the Tribal College RSI, the Navajo Nation RSI, and the UCAN RSI. Associated tribal community colleges and universities are listed for each RSI. Assessment criteria for these projects have centered on "drivers" of reform: implementation of comprehensive standards-based curricula; policy development; resource convergence; broad-based support from parents, policymakers, institutions of higher education, business, and community; student achievement; and equity. The report highlights the efforts of the Alaska RSI, which encompasses over 200 remote, indigenous communities in its 586,000 square miles. The success of this project has evolved from the active participation of Native teachers and scholars, who have stimulated integration of traditional ways of knowing in curriculum development. In addition, projects have been successful in using distance learning strategies through institutions of higher education to link the delivery of services, particularly professional development, to remote communities. Costs and community benefits of RSIs are briefly discussed. (LP)