This study examined the fundamental values, beliefs and principles that guided the work of Native Hawaiian principals (po?okumu) in Hawaiian-focused charter schools. Through an ethnographic case study, the lived experiences of seven Kanaka po?okumu/po?okula (of 14 possible participants) were collected through surveys, individual and group interviews, transcribed, verified, and subjected to a rigorous multifaceted coding process. The study revealed significant findings about how modern Kanaka school leaders advanced the work of their schools. This study found that all seven valued the use of ?Ike, ?Olelo, and Nohona Hawai?i (Hawaiian knowledge, language, and way of life) integrated with academic content to teach their haumana. All seven also upheld the belief in haumana-centered learning, kaiaulu (community) collaboration and support, and transformational leadership. Five of seven recognized the importance of developing their kumu (teachers) for Hawaiian-culture based education, and four of seven agreed that the work they do in their schools is based on the concept of kuleana hana (sense of responsibility). The significance of the study findings has implications for promoting forms of Indigenous leadership and schooling. [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.]