This paper discusses the findings of a collaborative research project between the National University of Samoa (NUS) and Unitec New Zealand, which examined the concept of 'Samoan pedagogy' and the learning processes of Samoan students. The study is based on the experiences of 24 Samoan students (Samoan and New Zealand born) who had been studying for education qualifications. It concludes that Samoan students learn in a variety of diverse ways, and that there are no differences between Island born and New Zealand born Samoans, other than in the use of the English language. This study also emphasises the significant roles of families (socialisation) and lecturers, and the impact on achievement at tertiary level. learning strategies: the preoccupation with copying from the blackboard and textbook, noting the teacher's words, the lack of classroom discussion, the inability of students to raise questions, and assumed lack of individual competitiveness and the huge emphasis on respecting the authority of the teacher. It was of interest to see if these same learning strategies are still being utilised by Samoan students. Pasifika pedagogy has become widely researched by Manu'atu (2000), Taufe'ulungaki (2000) and Thaman (1995, 1997). Pasifika pedagogy is defined as "an integration of teaching and learning methods that are informed by and validate Pacific values, world views, knowledge and experience" (Koloto et al., 2006: 4). Samoan pedagogy can be defined by looking at two Samoan terms: soalaupule and matalalaga. The latter refers to the art of weaving the fine mat (ie toga) which is a highly 151 alternative Special Edition / Special Issue 2008 prized and distinctive traditional treasure. This art is a skill that is developed from an early age and encouraged throughout the life of a Samoan girl/woman. In terms of pedagogy, matalalaga highlights the importance of, and the preference for, practical activities. Soalaupule is a complex process involved in reaching or making decisions within Samoan families. The end result should be a consensus and, therefore, the process although lengthy encourages a high degree of interpersonal and problem solving skills. The inclination towards students enjoying group work and collaborative activities supports this cultural aspect. A vital point to remember here is the importance of language. The use of higher cognitive thinking skills, as is required in this activity/process, requires fluency and competency in the language being used. The significance of the language is highlighted in this research; students' Samoan language responses are not translated into English.