There is a strong case for building inclusive relationships with families in order to support academic success for Pacific secondary students. In this article, I review literature which considers the perspectives of Pacific students, their families, and teachers. An important conclusion is that listening is a key ingredient for teachers when involved in learning conversations with Pacific families. When reflecting on my current doctoral study, I acknowledge the issue of thinking from a Westernised mind-set when working with Pacific people. I offer a suggestion on how to build relationships to overcome this.