The research project presented in this thesis documents and describes the outcomes of effective whānau (immediate and extended family), kura (school), student, and researcher collaboration. The researcher became part of a whānau-of-interest (Bishop, 1996b) in 1998 and 1999 when she was invited by this community to help develop a suitable programme to assist highly competent Māori immersion students in their transition to a bi-lingual secondary school (the only option available in their community). The whānau wanted students to begin their secondary schooling with an improved competence in reading and writing in English but without compromising their competency in Maori language. Prior to this programme few of the students had received any formal instruction in the English language. After a ten-week intervention implemented mainly outside the classroom, the researcher found that whānau tutors had effectively implemented the programmes and that all Year 8 students were able to read stories (in English) and talk about them (in English) at age appropriate reading levels. They also displayed improved rates of writing in English while maintaining their high fluency in reading and writing in Māori. The 10-week programme and results were replicated over a further three terms with the Year 7 and again with the Year 6 students. The study employed a multiple baseline across groups, design. A collaborative story gathered from participants at the end of the programme, together with these process and outcome data, strongly support the successful outcomes of this "participant driven" (Bishop, 1996b) programme.