Achieving equity for all mathematical learners is an urgent challenge for educators. Within New Zealand, Pāsifika students are at a much greater risk of underachievement than students from other ethnic groups (Caygill et al. in TIMSS 2015: New Zealand Year 5 Maths results. Comparative Education Research Unit, Ministry of Education, Wellington, 2016a; Caygill et al. in TIMSS 2015: New Zealand Year 9 Maths results. Comparative Education Research Unit, Ministry of Education, Wellington, 2016b). In this chapter, we examine and explore the mathematics educational values of middle school Pāsifika students in New Zealand based on their significance in contributing to more effective and equitable mathematics learning. Drawing on survey responses and individual interviews with 131 Year Seven and Eight Pāsifika students, we highlight the most frequently espoused mathematics educational values as utility, peer collaboration/group-work, effort/practice, and family/familial support. Results from this study provide insight into what is valued by Pāsifika students and the types of classroom culture and pedagogy which could be developed to align with these students’ values. The wider implications of the study address the need for educators to examine the mathematics educational values of minority students in order to provide equitable mathematics classrooms.