The purpose of this qualitative narrative inquiry study was to investigate if Native Hawaiian higher education faculty cultural beliefs influenced their choices to integrate instructional technology into their teaching. Specifically, the study focused on the cultural beliefs or ways of knowing of Native Hawaiian educators and their relationship to their use of technology over time in their instruction. The research was based on both a conceptual model, Concerned Based Adoption Model (Hall, 2013, 2014; Hall & Hord, 2014) with a general Indigenous framework (Drawson et al., 2017), while the study used a narrative design methodology. Eight Native Hawaiian educators' stories were collected during narrative interviews following a three-phase story collection process and then the stories were reviewed through a three-step story analysis. The collective story presented affirmed that cultural beliefs or ways of knowing influenced the way Native Hawaiian faculty members relate to technology, made decisions on what technologies they used, integrated technology tools into their practice, and evaluated whether to continue or stop using a technology in their teaching. The findings from this study provide instructional designers guidance along side a culturally sustaining technology adoption model that encourages educators struggling with technology integration, especially Indigenous educators, to examine their relationship with their cultural beliefs as a possibility for the challenges. [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.]