Recent demographic changes create new challenges for teachers in English-medium settings in early years education in Aotearoa New Zealand. Increases in the number of children learning in more than one language demand an urgent review of teachers’ pedagogies. This article draws on findings from a study that examined ways five bilingual teachers used their home languages in English-medium early childhood education and care settings in Auckland. It takes up a challenge from a recent Organisation for Economic Co-operation and Development (OECD) report criticising a focus on “culture” as the main pedagogical response to linguistic diversity while languages remain invisible. Well-informed bilingual and multilingual teachers can use their languages in everyday activities, empowering children, families, and themselves. The article therefore proposes that going beyond culture and foregrounding the use of home languages can align teachers’ pedagogies with the four principles of Te Whāriki.