The New Zealand early childhood curriculum (Ministry of Education, 1996) is presented as a bicultural curriculum, namely one honouring an equal relationship between Maori and non-Maori. This article examines definitions of biculturalism, drawing on research into the implementation of early childhood curriculum in mainstream centres in Aotearoa New Zealand, initially conducted in the context of a Doctoral thesis (Jenkin, 2010). I also explore the relationship between bilingualism and biculturalism. An appreciative inquiry approach underpinned the inquiry into definitions of biculturalism. The outcomes of this qualitative research study suggested that definitions overlapped and intersected 'conventional' MaoriPakeha perspectives. This finding contradicted initial researcher assumptions. This article reflects on the themes arising from definitions provided by the participants to an early, previously unreported 2003 investigation, and concludes that the term, 'Tiriti-based curriculum' better captures the notions of partnership and power sharing endorsed by the Treaty of Waitangi (Te Tiriti o Waitangi) than the term 'bicultural' does.