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This paper focuses on evolving Māori centred qualitative research methods, and the cross-cultural relationship between two researchers who identify respectively as Maori and Pākehā New Zealanders. The researchers discuss methodology issues which surrounded the school based Te Whakapakari research project. The project's aim was to raise the academic achievement of Maori (indigenous New Zealanders) mainstreamed children. The writers discuss their theoretical and personal backgrounds, and the accommodations they each made to meet the goals of the project. The writers argue that the face-to-face aspects (he kanohi kitea) of the project were integral to the project's success. The qualitative research based project included action research, and Māiori-based professional development. A Freirean approach was integral to professional development. The writers worked alongside six teachers and school leaders. [ABSTRACT FROM AUTHOR]