Pasifika learners, along with Maori, continue to experience high disparities in New Zealand's education system. Furthermore, it is predicted that over the next few decades, the majority of students in New Zealand primary schools will be Maori and Pasifika. The implications for classroom teachers are enormous. In reviewing a range of literature, this paper seeks to unpack the elements of cultural responsiveness to inform and support the most direct and significant influence on student achievement--the classroom teacher. The findings are presented as guiding principles firstly because "Pasifika" is, in fact, a hugely diverse heterogeneous group, and secondly, to emphasise the need for teacher reflection and contextualised adoption and/or adaption of practice as required to respond effectively to the needs of the specific Pasifika learner.