In Hawai?i, there are over 170,000 students enrolled in public schools, with Filipinos comprising almost 25% of the student population. Native Hawaiian values, culture, and language have slowly gained an important role in school curriculum, but little is known about how students from other backgrounds respond to it. The purpose of this research is to understand the sense of belonging of Filipino graduates of a high school that integrates Native Hawaiian values, culture, and language into the curriculum. This research allows for a critical look at how educators can further Native Hawaiian values, culture, and language practices for the inclusion of non-Native Hawaiian students. Student perception of sense of belonging through culturally responsive teaching allows for feedback for further program implementation. The study included interviews with participants who self-identified as Filipino and graduated from a Hawai?i public high school from 2017 to 2020. Findings show that it is important to relate student learning to the value of natural resources and Native Hawaiian culture in relationship to postsecondary goals as well as place-based experiences. Also, nurturing and developing relationships increases belongingness and Filipino identity. Recommendations for practice include increasing opportunities for students to make connections to both their cultural background and Hawai?i, increasing culturally responsive teaching training and curriculum resources for teachers related to students of Filipino descent in Hawai?i communities, and increasing recognition of student identity in Hawai?i. [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.]