The proponents of Modern Learning Environments (MLE) or Innovative Learning Environments (ILE) are from largely non-indigenous backgrounds. In Aotearoa New Zealand, research about learning mathematics in an MLE is limited and focuses almost exclusively on English-Medium (EM) settings (Bisset, 2014; Murphy, 2016; Osborne, 2013). In contrast, this research sought to contribute to the literature and knowledge space about tamariki learning paangarau (mathematics) in a Maaori-medium (MM) MLE. The research team has taken time to explore and suggest a Maaori name to adequately capture the intent of an MM MLE. A Puna Maatauranga Kiritoa (PMK) is presented here as an outcome of discussions held; Puna being a spring (of water), Maatauranga meaning knowledge or education, and Kiritoa the notion of being resilient or strong in oneself. The participants in this research were 106 tamariki and six kaiako from a Years 4-6 PMK at Te Wharekura o Raakaumangamanga. The aim of Phase One was largely to gather data from kaiako and aakonga about their current teaching and learning views and practices for paangarau in the PMK. The aim of Phase Two was for kaiako to identify a focus feature that they felt would enhance the teaching and learning of paangarau in the PMK. The themes that emerged from the data analysis include ideas about the nature of collaboration, strategies for learning, and the use of digital technology by kaiako and aakonga. A thematic approach best presents the perspectives of these participants and reflects on the current literature, to make sense of learning and teaching pangarau in this PMK. The responses to the research questions guiding this project are woven throughout the findings as part of identifying the challenges, advantages and affordances of learning pangarau in a PMK.