This study was aimed at a Rukai Tribe's principal and selected him as a participant to explore his identity of tribal culture by way of using qualitatively in-depth interviews and document analyses, to realize the ideal and process behind his actions, and to understand his dilemma and coping strategies in promoting Rukai Tribe's education. The findings were summarized as follows: 1. The identity development of this case was divided into three periods: unenlightened, frustrated and reconstructed, and developed. 2. The case principal focused on respecting tribal students' mainstream culture, teachers' identities and multi-cultural literacy, as well as the combination of school and tribe. 3. There were five characters in facilitating indigenous education: (1) to develop systematically local cultural curriculum; (2) to know the fine arts of aboriginals well; (3) to be linked with tribal resources; (4) to construct schoolyard environment; (5) to issue one CD per school 4. The dilemmas of setting indigenous education into action were: (1) the lack of cultural curriculum; (2) the employments of aboriginal teachers; (3) the lack of the budgets for tribal education; (4) lack of knowledge in aboriginal cultures for in-service teachers; (5) the identity gaps between students' parents and tribal cultures. 5. The case principal offered the following suggestions: (1) to refine and to deregulate flexible indigenous education policy; (2) to seek and evaluate the funding support of tribal education; (3) to promote in-service teacher education to learn tribal culture (4) to suggest formulating tribal agreements and development targets for all Rukai tribe parents.