In New Zealand, the official curriculum document for all English-medium schools for students between the ages of 5 to 19 defines science as “a way of investigating, understanding and explaining our natural, physical world and the wider universe” (Ministry of Education, 2007, p. 28). Science requires students to make observations, carry out investigations, use models, communicate, and debate with others. While the curriculum does not provide any explicit content for teachers to ground their education through science teaching, the Ministry of Education (Parliamentary Counsel Office, 2020) requires all schools’ curricula to reflect tikanga Māori (correct Māori procedures or practices), Mātauranga Māori (Māori knowledge or understanding), and te ao Māori (the Māori worldview). The curriculum requires teachers and their schools to build their programmes around eight principles that affirm New Zealand’s bicultural identity. These principles put students at the centre of teaching and learning and guide both the school’s and its teachers’ planning, prioritising, and review of how the curriculum is implemented. New Zealand’s curriculum document is the official policy relating to teaching and learning and I will argue how its seven evidence-based teaching approaches reflect David P. Ausubel’s Meaningful Learning (Ausubel, 1968) to provide students with education through science that is relevant, useful, and meaningful.