Colonial education systems have continued globally to marginalize Indigenous populations. The pillars of white supremacy, brought to Indigenous peoples by early European explorers via the Doctrines of Discovery, have, through laws and policies, remained pervasive and destructive to this day. This continues to disenfranchise many people who are not considered to be the “norm”; as examples, these groups include Indigenous peoples from other colonized countries, immigrants, and differently abled. In Aotearoa-New Zealand, educational disparities between the Indigenous Māori population and non-Māori are stark, and, despite multiple attempts to address them, they have continued intergenerationally. These disparities perpetuate an ongoing pathology of Māori that is reflected in and reinforced by the discourses of wider society. Principles of social justice, pertaining to the equitable distribution of wealth and well-being, and political imperatives on the wider nation to address the detrimental impact of economically non-engaged proportions of the population, make this a serious issue. In this chapter, a combination of Kaupapa Māori and critical theories in a process of theory based, school-wide reform saw school leaders begin to challenge the status quo of underachievement and pathologizing about Māori. Importantly these leaders also questioned the schools’ power relations with Māori, asking who had agency to enact change. Their leadership generated critical alliances between teachers, learners, and families, actions that resulted in the disparities for Māori students in these schools beginning to close. Findings offer learnings about critical, decolonizing leadership from the authentic voices of leaders who, against the odds, began to effect more transformative outcomes for Māori students.