This explores some of the influences shaping early year’s Maori language education in Aotearoa New Zealand. Drawing on Garcia’s (2009) socio-historical stages of language orientation, Maori language socio-historical developments within which Maori language regeneration efforts reside is juxtaposed with this wider global context. Also drawing on Waitangi Tribunal (2010) findings these are viewed alongside developments in Maori language education highlighting how public policy has been slow to keep up with the pace of change. Referred to as ‘leaden-footed’, the Crown has stymied advancements, making the difficulties of Maori language survival a politically constructed problem, not linguistic. It grapples with the question of how Maori language as an official language is officially excluded in curriculum.