We have collaborated for 25 years as indigenous Maori and non-Maori researchers undertaking research with Maori families, their schools and communities. We have endeavored to meet our responsibilities to the Maori people (indigenous inhabitants of New Zealand) and communities with whom we have researched, as well as meet the requirements and responsibilities of our academic institutions. In this paper, we reflect on the implications of these responsibilities for our work as supervisors of master's and doctoral students (Maori and non-Maori) who seek to draw on decolonizing methodologies as they undertake research in Maori cultural contexts. We draw on the experiences and interactions we have had with four different postgraduate students whose research on improving educational outcomes for Maori students has required them to engage and participate in Maori cultural contexts.