The focus and purpose of this thesis He kākano reo kia tupu, kia ora alludes to seeds of ‘reo’ greatness which will grow and flourish, is a fifteen-year strategy of creating a Māori speaking society in Aotearoa New Zealand. This will be achieved through a reformed education curriculum invigorating teachers of all ethnicities to teach Te Reo Māori me ōna tikanga or the Māori language, protocols, and behaviours, in their classrooms. It is urgent to undertake this research as a number of Māori experts and academics have stated that the language is in crisis and unless urgent action is taken the language continues to die. The strategy is a life support system to regenerate the language and teach explicitly throughout mainstream schools encouraging teachers to establish a deeper, richer, and more meaningful context for their students to learn. The project seeks to support teacher pedagogy, professional knowledge, and the implementation process through school wide strategic and curriculum planning. It reflects the key competencies of the New Zealand Curriculum Document (2007), enhancing critical thinking, creating more opportunity to develop competencies among social contexts and develop enterprising and entrepreneurial skills contributing to economic environments. Individuals gain a strong sense of citizenship, identity and belonging to Aotearoa New Zealand which will raise educational success for Māori learners. This thesis brings a sense of research purpose to three key points: (1) engagement, (2) connection, and (3) relevance. It examines critical data of the strategy taught in a South Auckland school and reviews various responses from individuals who participated both nationally and internationally via a digital platform. A parallel analysis of the data with the Anishinaabe Indigenous Peoples of Canada as they continued struggling to retain their indigenous language will assist and develop future advancement of the programme improving resources and teaching pedagogical content knowledge. The thesis explores strategies to rehabilitate and revitalise the sustainability of te reo Māori for successive generations of mokopuna (future descendants) who will maintain the authenticity of traditional practices of our tupuna (ancestors) of tikanga and kawa (customary practices). As a child enters and exists the New Zealand education system, the fifteen-year experience of learning te reo Māori me ōna tikanga initiates a more graceful, eloquent, and fluent speaker. In keeping with my goals and teachings of my grandparents and thirty years of being a classroom practitioner and composer of Māori waiata (song) and music, this thesis succeeds in preparing classroom practitioners of all ethnicities to teach te reo Māori me ōna tikanga in New Zealand schools simultaneously creating a Māori speaking society within a fifteen-year period.