This thesis explores the motivations, experiences and perceived contributions of Pākehā (European New Zealanders) towards Māori language revitalisation through their choice of full immersion schooling for their Pākehā children. These whānau (families) are in a unique position. They are members of the majority ethnic group in Aotearoa New Zealand, but their involvement in education which utilises this country’s endangered Indigenous language places them as a minority within a minority; Māori immersion schooling is rare even amongst Māori whānau. The Māori language became endangered through the fallout of colonialism and it is only through remarkable Māori-led initiatives that the language achieved official status in1987 and has come back from the brink of extinction. Māori-medium education (immersion), from kōhanga reo (preschool language nests) through to whare kura (secondary schooling) were established by Māori for Māori and have been the cornerstone of raising up new generations of bilingual children for over forty years. Nevertheless, Pākehā support is important for the future vitality of the Māori language – in terms of growing the number of speakers and for (re)normalising the use of the language in multiple contexts. Recent research has begun to explore the increase in non-heritage learners of the Māori language (Berardi-Wiltshire & Bortolotto, 2022; Te Huia 2020). However, little is known about Pākehā parents who choose Māori-medium schooling for their tamariki (children). This thesis investigates the experiences of Pākehā adults and their Pākehā children through their choice of Māori immersion schooling. Three main questions are asked: 1) What has motivated adults of non-Māori ethnicity to choose te reo Māori as the language of schooling for their non-Māori children? 2) How have the attitudes of others assisted these whānau in their bilingual language endeavours? And 3) What contribution do these parents believe their language choices will make towards the revitalisation of the Māori language? By exploring these topics and situating them within revitalisation and (re)normalisation frameworks, this thesis illuminates the perceived role and contribution of a little-researched group of “new speakers” (O’Rourke, 2018). It also explores the intersection between ethnic, cultural and identity boundaries that exist for Māori and non- Māori within the language revitalisation movement. The data for this project comes from interviews with thirteen parents of children/teenagers in Level 1 or 2 (full immersion) kura kaupapa or rumaki classroom units from around the motu (country). All were women and all self-identified as Pākehā. A qualitative research approach utilised Reflexive Thematic Analysis to code for themes and meta patterns. The results showed that Pākehā whānau are motivated by the belief that all New Zealanders will benefit when the Māori language is supported in its homeland, and that the best way for children to become competent in the language and culture is through Māori-led education settings. Pākehā parents see their whānau’s involvement with the language as a way to support Māori in their revitalisation efforts and to influence Pākehā attitudes about the value and efficacy of the Māori language as our nation moves forward. Despite navigating the complexity of a shared colonial history, with uncomfortable emotions and misconceptions, a meta pattern emerged that bilingualism is ultimately a worthy pursuit. The vast majority of parents in this study are hopeful that their children will speak te reo Māori as a first language with their own children if/when they parent in the future. The results from this thesis provide support for the ZePA model of language (re)normalisation (Higgins & Rewi, 2014), but suggest limitations in Fishman’s (1991) framework for Reducing Language Shift within the context of present-day Aotearoa New Zealand.