This article shares findings from an 18-month research project at Te Whai Hiringa, a primary school in Hawke’s Bay, where over 90% of learners identify as Māori, or Pacific peoples. The project explored how play-based learning and culturally sustaining pedagogy can be integrated into a single, purposeful approach. Drawing on the Play-Based Learning Observation Tool as an initial framework, the study focused on the creation of an indigenised play teacher practice framework with cultural indicators, and through coaching, wānanga, and classroom observations, the team documented significant shifts in teacher practice and learner agency. Mokopuna demonstrated deepened cultural identity, while kaiako developed the confidence to enact play as a legitimate, culturally grounded pedagogy. This article outlines the research journey, presents key findings, and discusses implications for schools across Aotearoa.