Cognitive education is based on the studies of the mind and brain focusing on acquiring, developing and applying cognitive processes to realize qualified learning. It hinges on experience of the learner, and the tutor, about the specific subject being learnt, knowledge of the academic environmental restrictions, provision of peer and tutor support and the inherent drive of the tertiary learner to acquire and assimilate knowledge based on his or her specific needs. These tenets of effective learning align perfectly with the principles of Ako, a Māori concept implying simultaneous learning and teaching. Cognitive education is a recognized blended, inter-disciplinary approach to education and the present research picks upon its core principles while developing a methodology for teaching Cyber Security to tertiary level students. The methodology also aims at enhancing authentic learning through promoting the use of open-ended enquiry, thinking skills and metacognition in adopting a personalized, scenario based approach to learn. The present approach relates to the tenets of Ako, and in specific on tuakana teina, mahi-tahi and Whakawhanaungatanga. The objective in cyber security education is to impart students with life skills in combating cyber hygiene concerns, learning defensive and offensive techniques to combat internal and external threats to cyber environments, and appreciating risk emanating from increased exposure to cyber assets. The research bases its recommendations on the analysis of 18 months of student and peer feedback and review of results of students at graduate and post graduate level at Wintec. The initial observations in the research help identify voids in “affects” factor of student learning, while proposing group-work and continuance of personalized scenario based learning as a recommended approach. It also adopts the use of social platforms to assess/engage millennial students and recommending work integrated learning and inquiry based learning concepts in teaching cyber security concepts.