The University of Hawai'i (UH) is among the many colleges and universities worldwide taking steps to integrate Indigenous people, cultures, and histories into its structure, policies, and institutional culture to close achievement gaps and empower Indigenous scholars and their communities. As one of ten campuses in the UH system, Leeward Community College (Leeward CC) acknowledges its commitment to Native Hawaiians in its mission and to support the UH system's aspiration to become a "model indigenous-serving" institution. This qualitative, single-site case study examined Leeward CC's campus environment concerning a sense of belonging and perceptions of Native Hawaiians and Hawaiian culture. Additionally, the study sought to identify the defining traits of a "model indigenous-serving" Leeward CC as perceived by the Native Hawaiian employees and explore potential solutions for addressing these characteristics within the college. This study used the Culturally Engaging Campus Environments (CECE) model to examine Leeward CC's campus environment regarding belonging for Native Hawaiian students and employees and the college's responsiveness to the needs of the Native Hawaiian students and employees. Faculty, staff, and students provided feedback through a survey. At the same time, interviews were conducted with Native Hawaiian employees who worked closely with Native Hawaiian students or were involved in initiatives directly related to Native Hawaiian students or employees. The data revealed that while most participants felt a sense of belonging on campus, there are disparities between Native Hawaiian and non-Native Hawaiian students and employees. Native Hawaiian employees and students are less likely to feel a sense of belonging, valued as a community, and are less satisfied than their non-Native Hawaiian counterparts with opportunities to learn about Hawaiian culture and communities or to improve or give back to the Hawaiian community. Interviewees reported a tenuous sense of belonging, noting that although they generally feel comfortable on campus, their comfort and sense of belonging are context-specific and often changed depending on location or surrounding personnel. Interviewees saw a "model indigenous-serving" Leeward CC as one that prioritizes and integrates the indigenous people, mindsets, environments, and collective wellness in decision-making, leadership, and service to the surrounding community. However, interviewees stressed that individual efforts without institutional support are unsustainable, and the vision of a "model indigenous-serving" Leeward CC is challenging without institutional support in the form of coordination, permanent positions, consistent funding, and a more holistic approach to student support. [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.]