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This strengths-based paper draws on the qualitative and quantitative survey results from whanau (family members) of "tamariki" (children) attending 12 schools in an urban area in New Zealand with a high proportion of Maori people. The paper describes the positive impact of effective family engagement on tamariki, from the perspectives of whanau, paying particular interest to the differences between Maori and non-Maori whanau. The views of all whanau who participated in the project support the importance of relational and culturally sustaining aspects of teaching, and challenge commonly held stereotypes about indigenous parents' low expectations in relation to their children's education. The paper amplifies whanau voice about their children's school enjoyment, perceptions of teacher support and future career aspirations for their tamariki.