This paper examines a New Zealand "Pakeha" (European) teacher's professional development experience working with "Maori" (indigenous people of New Zealand), and their protocols and practices. A "Maori kaumatua" (male leader) experienced in theatre direction, acting, and psychiatric nursing led "Maori" marginalised youth to disclose their personal stories, wrap them in "tikanga" (customs) and move forward to create theatre from their experiences. This paper discusses a participant observer process of living on a "marae" ("Maori" congregational place), working with "Maori", experiencing "Maori" protocols and practices on a daily basis, and the recommendations for teachers dealing with cultural difference in the classroom.