As theorised by Etienne Wenger, communities of practice are becoming settled as a framework for community engagement within Aotearoa New Zealand schools. In this article, the authors critically analyse the assumptions and inequities that can arise when communities of practice prioritise school values and staff comfort over the priorities of community participants and the knowledge they bring. The authors reference their experiences in communities of practice, using vignettes to explore tensions. The article argues that when schools draw authentically on Indigenous principles, including teu le vā, and use these to establish communities of practice, hospitable, equitable and productive relationships can be realised.