The leadership of state primary schools in New Zealand is made up of Board of Trustees (BoT) members and the principal who together, play an important role in addressing take Māori – Māori issues, to enable better outcomes for Māori achievement and empowering relationships with Māori communities. However not all schools have met their professional responsibilities to provide a learning environment that promotes the success of their Māori students (Education Review Office, 2010) therefore an important question for Māori communities to contemplate is whether they need to take up a more active role in ensuring accountability from these parties, as well as actively contributing to efforts to ensure better outcomes for their children. The case studies presented in this thesis examine two successful mainstream primary schools identified as doing well in terms of Māori achievement and empowering relationships with their Māori communities. It explores the knowledge of Māori Board of Trustees Members (MBTMS) and also their perceptions of what Māori communities know regarding school leadership and policies and procedures relating to Māori achievement and Māori communities. It also explores the knowledge of their school leadership in terms of leadership that works well with Māori communities, and how Māori communities might work alongside school leadership effectively. The case studies were conducted in a kaupapa Māori framework where the collection and analysis of qualitative data included school documents, observations of Boards of Trustees (BoT) meetings, information about professional development relating to Māori achievement and or Māori communities, and semi-structured interviews with the MBTMS and principals. The literature review highlighted the relationship between the role of principals and their knowledge of Māori perspectives toward meeting outcomes for Māori achievement and empowering relationships with Māori communities. It also highlighted the role of the BoT and the implications of ethnicity and of legislation toward meeting these outcomes. Lastly it highlighted the evolution of whānau roles within education, and the ability of whānau to challenge school leadership towards meeting these outcomes. The findings from the case studies indicate that the knowledge of MBTMS with regards to the roles of school leadership and policies and procedures relating to Māori achievement and Māori communities were consistent with the structure of partnerships within their school leadership. The knowledge of school leadership across the case studies regarding leadership that works well with Māori communities is consistent with traditional whānau roles within education where there is emphasis on the well-being of Māori, creating the following conditions of school culture and climate within their schools – Whakamana Tangata – Acknowledging People, Whakamana Whānau – Acknowledging Family, Whakamana Tikanga, Acknowledging Protocol, Whakamana Reo – Acknowledging Language, Matauranga Māori – Knowledge of Māori worldviews, Pono – Trust, and Manaaki – Care. The study suggests further research examining what Māori community members, beyond MTBMS, know about the role of school leadership and of policies and procedures relating to Māori achievement and Māori communities, and how Māori communities might envisage working alongside school leadership. However, this study does offer a useful point of reflection and discussion for school leadership interested in improving their practice toward better outcomes for Māori.