As Hawai?i's population continues to diversify, it is increasingly necessary to move away from traditional mathematics teaching methods. This dissertation outlines the development and impact of a framework that weaves together place-conscious, culturally responsive, and critical ethnomathematics education. Specifically, the study examined: (1) the impacts of a post-secondary culture and place-based mathematics curriculum on student motivation and achievement; (2) the components of a post-secondary mathematics culture and place-based curriculum that other mathematics educators can utilize; and (3) whether a culture and place-based mathematics model along with its theoretical underpinnings can be utilized in other areas of mathematics. The study applied a mixed methods approach to include the perspectives of both students and teachers, grounded in three guiding principles: pilina, kuleana, and pono. Participants included students from an undergraduate statistics class, pre-service teachers, and in-service teachers. Framed by sociocultural theory and critical theory, this study utilized a constructivist grounded theory design while illuminating the action research tradition to develop a framework for teaching and learning in Hawai?i. Relevance through place-based education allows all students to build connections in mathematics and is the motivational factor that supports engagement and persistence that lead to academic success. Although theory in education provides a foundation for the framework, evidence from students' academic outcomes and personal experiences and identities of teachers and students demonstrate the links between mathematics, culture, and sustainability within the classroom. A teacher's role now must shift from being a complacent deliverer of curricula to an active curricula developer. [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.]