This thesis explores how a group of senior educators in Samoa undertook their educational journeys. It also traces my cultural and research learning journeys and the pathways I followed as a "palagi" (white person) undertaking cross-cultural research. A holistic and collaborative approach entailed consultation with the community throughout the research process. Through initial consultation the research and the researcher were approved and the topic determined. It was established that a narrative approach within an ethnographic framework would be adopted. Ongoing consultation included regular visits to Samoa to discuss progress and to work with the participants to co-construct their stories. A combination of my own western social constructionist epistemology, Talanoa research methodology and Stephen Filipo's (2004) research approach "O auala i le fa'aSamoa," guided me through the research. An advisor in New Zealand and the participants in Samoa provided cultural guidance and support. I gathered data through a combination of "fono" (interviews), and "talanoa" (informal conversations) conducted in Samoa, and supplemented this with data from the participants' journals and from my own research journal. I argue that the participants live between two worlds as they balance tensions between the requirements of the western institutions that provide their education and the requirements of "fa'aSamoa." Codes of behavior and expectations of "fa'aSamoa" have markedly constrained and influenced the participants' educational journeys. Paradoxically, these same codes of behavior and expectations have supported the participants and have made it possible for their educational journeys to be successful. I contend that if western institutions wish to provide meaningful programs and learning experiences for their "Pasifika" students, it is important that they take cognizance of and plan for these students' cultural values, beliefs and codes of behavior. The thesis concludes with further research relating to "fa'aSamoa's" support systems outside Samoa and how the participants' educational journeys differ from those of other educators who have not achieved the same success. The following are appended: (1) Information Letter; and (2) Consent Form. [Master's Thesis, Christchurch College of Education.]