The lack of leadership research in Pasifika early childhood education requires attention, as policies for improved outcomes targeting Pasifika learners remain an interest for Governing bodies. One such target includes the increased participation of Pasifika children enrolled in early childhood services (Ministry of Education, 2014). Current literature draws attention to strengthening culturally responsive practices, particularly in the critique of curriculum and pedagogy. However, the gaps in research to support sustainable leadership in our Pasifika early childhood settings continue to widen and includes a lack of research that investigates the impact of leadership upon teacher pedagogy. The need for further research within Pasifika early childhood settings is essential to understand how leadership influences and engages Pasifika children within culturally relevant pedagogy. This article will discuss the importance of cultural values, family and community contribution to sustaining a collective approach to education, which in turn resonates with Pasifika ways of knowing, Pasifika theology, ontology and epistemology. Leadership in the spirit of the collective fosters difference and offers potentialities in the learning and collective constructions of knowledge in leadership.