The focus of this study is the cognitive process called mentalisation and how it is woven into "Te Whariki." Employing a qualitative content analysis, we sought to examine the embedded expectations and assumptions evident in the curriculum concerning how mentalisation processes and practices should be employed by teachers. Results showed numerous references to mentalisation that were thoroughly integrated throughout the curriculum, particularly in the "Contribution"/"Mana tangata, Belonging"/"Mana whenua, Exploration"/"Mana aoturoa, and Wellbeing"/"Mana atua" sections, with the majority of mentalisation references related to cognition and emotion. The implications of these findings for teacher education, practice, and professional development are discussed.