This study applies a conceptual framework which examines the proximity that individuals and groups have to education policy making, as well as stakeholders' historical access to educational decision-making in Hawaii. The purpose of this study is to understand the role of the Hawaii State Teacher's Association (HSTA) and the contracts the union had with the State of Hawaii during Race to the Top. The study sought to examine HSTA's role in developing, writing and implementing the Race to the Top application, plans and programs in Hawaii as well as the differential treatment of Zone of School Innovation teachers and non-zone teachers. The study is a qualitative comparative case study between two schools in the Zone of School Innovation (ZSI) and two schools out of the zone. Additional interviews were conducted with key stakeholders and document collection was used to help support study findings. Data collection and analysis utilized open coding to selective coding methods that generated reflexive themes. Findings from this study indicate that HSTA was initially acting as a reformed union prior to grant implementation. After Hawaii's Race to the Top grant was placed on high-risk status, the union shifted to functioning as a traditional union for the remainder of the grant. Recommendations for future research include conducting an analysis of educational policy decisions in Hawaii in the last twenty years to determine if stakeholder groups have shifted position in regards to access to educational decision-making in Hawaii. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]