The paper examines the transformative potential unveiled by the integration of indigenous epistemology into an experimental learning community program in Hawai'i. Through contextual analysis of the author's direct participation in classroom interactions, cultural and service learning activities, the final project, and the culminating event, the paper unravels the twofold process. On the one hand, indigenous epistemology in action integrated classroom, placed-based service learning, and cultural activities into a holistic learning experience. On the other hand, it also connected diverse communities in an interdependent relationship through the resonance of its foundational concepts: shared responsibility (kuleana) to the "homeland that feeds" ('aina) and its ecosystems. Interdependence of diverse communities and learning activities formed through such resonance provides an opportunity for transformation.