A political-cultural model explores the educational process and its impact on Native Hawaiians over a 140-year period. The theoretical model suggests that core political values are transmitted to educational policy and school-related activities, and thereby impact the social, economic, and academic status of Native Hawaiians. Three historical case studies indicate similarities and provide descriptions that illuminate the process of educational policymaking during each politically turbulent period in Hawaii: (1) the American missionaries arrival and impact, 1820-1839; (2) Hawaii, no longer for the Native Hawaiian, 1887-1900; and (3) new political ideas in post-war Hawaii, 1940-1960. The case studies develop six themes: (1) politicization and quiescence as a political process; (2) status of the power players; (3) limited participation in politics and policymaking; (4) dominating values of efficiency and quality; (5) neglected values of equality and choice; and (6) beneficiaries and losers. As Hawaii moves closer to political revolution in educational governance, the results suggest that fundamental values of the political culture must appreciate the existing cultural diversity in Hawaii. Two tables provide further information on the distribution of school laws and policies from 1842 through 1969 and a matrix of the six emergent themes and three case histories. Two figures diagram the educational policy process model and a tracking of Hawaii's political institution. Contains 51 references. (CK)