This paper discusses how an indigenous Kaupapa Māori research framework has been developed by the New Zealand Māori community (cfr Mead 1996; Smith 1997; Bishop 1997), which offers evident accountability and control lines in relation to the ensuing value for, and effect of the research on, Māori communities, especially when the research implicates non-indigenous researchers (such as in the example, a threesome involved in an ethnographic study on English teaching in three Māori-medium schools).