Scheduled tribes (STs) constitute about 9% of India’s population. Despite diversity in their community history, languages, production practices, and relationships with the non-tribal world, approximately 10 crore Indians fall under the ST population. Each of the 705 scheduled tribes has their own language, and differs from the one mostly spoken in the State where they reside (Govinda, 2002). Tribals are not a homogenous group. Different tribes, even if living in the same village, maintain exclusive identities. The history of tribals during the last more than 65 years is filled with stories of forced displacement, land alienation and increasing marginalization, eruption of violence and the counter-violence by the State. Going by any parameters of development, the tribals always figure at the tail end. Tribal communities continue to face economic deprivation and lack of access to basic services, including education. Acknowledging that tribals comprise the most deprived and marginalized groups with respect to education, a host of programs and measures have been initiated since India’s Independence, e.g. post-matric scholarship to students; provision of free school uniform and textbooks; provision of free reading writing materials; establishment of residential schools; relaxation in the minimum qualifying marks for admission; career orientation to students; provision for remedial coaching.