This research sees my interests coalesce into a particular focus on how collaborative partnerships with parents/caregivers can provide whānau Māori with opportunities to strengthen wellbeing in their own lives. It is located in Aotearoa New Zealand and within the context of Te Whāriki (Ministry of Education, 1996), Aotearoa New Zealand’s early childhood curriculum. The Ministry of Education has a target that 98% of all children in Aotearoa New Zealand under 5 will attend an early childhood education setting (Ministry of Education, 2016), with Māori children having lower participation rates than the national participation rate (Ministry of Education, 2013). The premise for this thesis is that meaningful whānau engagement in early learning contexts within Aotearoa New Zealand can empower whānau Māori, and honour the promises made in Te Tiriti o Waitangi of partnership, participation, and protection. Therefore, this thesis sets out to examine what constitutes meaningful engagement for whānau Māori in an early childhood setting in Aotearoa New Zealand, and how meaningful engagement can assist whānau to enjoy an increase of wellbeing. To explore this issue, I conducted research within an early childhood setting in Aotearoa New Zealand, using methodologies of Kaupapa Māori Research and Narrative Inquiry. I listened to the narratives of whānau Māori indicating how meaningful engagement was created for them, and investigated if links were generated between engagement and wellbeing for their whānau. These links were identified in the literature as significant levers for educational success. This research discovered three stages of engagement for the whānau Māori who participated in this study: establishing engagement, developing engagement and solidifying engagement. Once created, meaningful engagement can lead to flourishing, indicating that there is relationship between meaningful engagement and whānau wellbeing.