This article draws attention to shifting educational discourses on the two texts of the 1840 treaty: te Tiriti o Waitangi and the Treaty of Waitangi. Policy and resource conversations in education reveal subtle strategic shifts in use of an invented idea of "treaty principles"--from standing in for and attempting to reconcile the two language texts, to a focus on the specific language of te Tiriti o Waitangi with reference to so-called principles to support contemporary application. Tracing these changes assists our teachers and educators in developing a critical understanding of the language employed in education policy and teaching resources. Examining these shifts with students also provides "teachable moments" about the politics of treaty discourse.