This paper reviews and discusses literature selected on the basis of themes that focus on teaching and learning conditions for Māori students and the roles of collaboration. The literature supported the assertions that Māori students learn best in student centred classrooms and that teachers can influence Māori student achievement. The material on collaboration indicated that the predominant barriers to collaboration were psychosocial in nature. These barriers included fear of criticism, fear of being considered incompetent, fear of what other teachers might think, feelings of vulnerability and the desire to keep good ideas confidential. The literature reviewed also showed that collaborative networks appear to be more successful when a common unit of work is utilised.