This qualitative, phenomenological study examined the impact of the Puko?a Kani ?Aina grant project that provided eight instructors at the University of Hawai?i West O?ahu a professional development opportunity. This study examined how the eight, representing the Mathematical, Natural and Health Science [BSNS, STEM Degrees] Division, were offered workshop courses, collaborative discussions, and mentoring on how to infuse Hawaiian culture, knowledge and language into their teaching of Science, Health, or Math. The results of this study found that these participants decided to incorporate ?ike, ?olelo and nohona Hawai?i into their curriculum, instruction, and assessment based on: the utility of the Moenaha framework, through collaboration, based on a desire and willingness to make a change in their teaching, and a shift their teaching dispositions from one centered on the delivery of content to one focused on student learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]