As data depict, Native Hawaiian public school students consistently rank among the lowest of all ethnic groups by nearly every measure of academic engagement and success (Kana'iaupuni & Ishibashi, 2003). As is common with many children of indigenous ancestry, teaching methodologies, pedagogical strategies, and structures of mainstream or conventional educational systems have generally not served Native Hawaiian children satisfactorily (Bielenburg, 2000; Kana'iaupuni, Malone & Ishibashi, 2005). Native Hawaiian students are perceived by their peers as poor academic performers, mainly due to their lack of effort and apathetic attitude toward education in general (Kana'iaupuni & Ishibashi, 2003). Native American educator Cornel Pewewardy (1993) maintains that one of the reasons why Native American children experience difficulty in schools is because mainstream educators, in trying to address indigenous or minority students' needs, have traditionally attempted to insert culture into their education, as opposed to inserting education into their culture (as cited in Ladson-Billings, 1995). This study examines the relationship of a culturally relevant and responsive learning environment to achievement motivation for Native Hawaiian secondary students (grades 6-12). It investigates whether elements of cultural connectedness not only help Native Hawaiian secondary students increase academic achievement, but also positively affect their level of achievement motivation. This is a quantitative study which correlates the six independent variables of cultural connectedness, including: (1) cultural attachment; (2) Hawaiian language; (3) connection to 'aina (land); (4) connection to 'ohana (family); (5) cultural practices; and (6) cultural issues, to the dependent variable of achievement motivation. Secondary students representing four school types, including: (1) Public Hawaiian language immersion; (2) Charter Hawaiian language immersion; (3) Charter Hawaiian-focused; and (4) Private were surveyed. The relationship of cultural connectedness to achievement motivation is examined and compared between each school type, by grade level, and also by gender. The findings of this study will inform the reader about effective cultural learning structures that impact learning as well as motivation for Native Hawaiian secondary students in a variety of school settings. [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.]