The multifaceted influences of coloniality in higher education continue to be explored to reshape and transform spaces that can either reproduce structures of coloniality or bring about decoloniality. The University of Puerto Rico was founded in 1903 within 5 years of the end of the Spanish-American War, as a product of the law Morrill-Hatch. The most central higher learning institution of the archipelago continues to undergo changes that are influenced by its sociopolitical context. The aims of this research included the critical observation of the influence of coloniality in the public university system of Puerto Rico through exploring community engagement by university professors. This research implements qualitative inquiry through a case study method. This case study included interviews, document analysis, and observation. Pattern analysis was performed through a conceptual framework that included colonialism (Fanon, 1970, 2004), coloniality as presented by Maldonado-Torres (2016), colonial state of exception (Atiles-Osoria, 2016), and ecologies of knowledge (Santos, 2017). Findings included both the interruption of coloniality by university professors and the reproduction of coloniality by the university administration. [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.]