This second research paper on science education in Maori-medium school contexts complements an earlier article published in this journal (Stewart, 2005). Science and science education are related domains in society and in state schooling in which there have always been particularly large discrepancies in participation and achievement by Maori. In 1995 a Kaupapa Maori analysis of this situation challenged New Zealand science education academics to deal with "the Maori crisis" within science education. Recent NCEA results suggest Putaiao (Maori-medium Science) education, for which a national curriculum statement was published in 1996, has so far increased, rather than decreased, the level of inequity for Maori students in science education. What specific issues impact on this lack of success, which contrasts with the overall success of Kura Kaupapa Maori, and how might policy frameworks and operational systems of Putaiao need to change, if better achievement in science education for Maori-medium students is the goal? A pathway towards further research and development in this area is suggested.