This paper outlines the approach to drug abuse education being taken by D.A.R.E. (Drug Abuse Resistance Education) New Zealand, a distinctly indigenous response characterized by a consultative association involving the police, the schools, and the community. A key feature of D.A.R.E. New Zealand is the extent to which parents and the wider community became involved in and committed to the program. The program developed in a certain historical and economic context and the history of that development is reported here. The paper outlines the approach to drug abuse education being taken by D.A.R.E. New Zealand, a distinctly indigenous response characterized by a consultative association involving the police, the schools, and the community. Developments leading up to the adoption of the programs, such as making schools responsible for choosing a drug education program and which culminated in political, regulatory, and economic changes during the 1980s, are reviewed. So far, six national programs have been released. The development of the program in the Maori language, with the cooperation of the Maori people, is reported, as is the overwhelming evidence from those schools that welcomed police education officers into their classrooms. The collaboration improved the effectiveness of teachers and officers. A skillful adaptation of the D.A.R.E. idea to the culture of policing and the pedagogical climate of schools in New Zealand was achieved. (Contains 11 references.) (EMK)