This thesis delves into geographical and historical accounts to arrive at an understanding and detailed description of the development of teacher training programs in the native regions of Cauca, Colombia. It raises some critical issues which allow us to understand the contemporary educational problems and demands that the natives make from the Colombian State. The study also documents the important role that natives have played over the long history of the evolution of the Colombian educational system.  This thesis is based on a review of the literature, government and official documents, participant observation and information gathered from 50 autobiographical self-reports of teachers in training. Its main contribution is to bring together a lot of varied and scattered information on teachers and the teaching profession in Colombia. It also proposes an initial classification and typology of native teachers. This thesis will be a useful resource for policy makers, program developers and researchers interested in better understanding educational issues that matter to native communities in Colombia as well as in the improvement of teacher training programs in multicultural settings and in developing countries.