New Zealand Education reforms aligned with raising Maori student success are yet to result in Maori students reaching their educational potential (Howard, 2010; ERO, 2008; 2010). Why do many New Zealand teachers struggle to create and deliver programmes which allow Maori learners to succeed as Maori? What barriers and enablers exist today in New Zealand classrooms which impact on Maori success? The literature both from New Zealand and internationally regarding culturally-responsive practice is formidable in both its volume and scope. The Maori Education Strategy, Ka Hikitia (Ministry of Education, 2008), the Registered Teacher Criteria (RTC) (New Zealand Teachers' Council, 2010) and the teacher guidelines for cross-cultural competency, Tataiako (New Zealand Teachers' Council, 2011) provide excellent underpinnings for reshaping New Zealand education into a cross-culturally inclusive and effective environment. The RTC are explicit in the expectation that teachers will practise within cross-culturally competent paradigms. This article examines possible reasons why, in 2013, Maori students in New Zealand schools are often still not reaching their potential.