This commentary focuses on philosophical underpinnings that could guide a sea change in approaches to sustainability within English-medium curricula in Aotearoa. Framed optimistically, it engages with the possibilities that exist for Pakeha to transform relationships with tangata whenua and this land through regenerative curriculum design. Three Treaty of Waitangi principles provide the framework for illustrating the ways in which a more consciously designed curriculum could address persistent inequities and challenges. A set of reflective questions are included for schools and teachers to use as a basis for discussion.