This dissertation is an invitation into our beloved biology classroom. Weaving hermeneutic phenomenology and critical participatory teacher action research, this study investigated self as teacher and two cohorts of student participants in a high school biology experience utilizing an 'Aina Aloha praxis. Articulating my ongoing 'Aina Aloha praxis, I utilized the foundational characteristics of critical theories as situated in our specific place of Hawai'i Island on the heels of a global pandemic. Eleven embedded case study students were followed longitudinally through our biology class and into the sequential school year. Through exploring my praxis, my research expanded to understanding how science becomes (k)new in a 'Aina Aloha biology experience for both student and teacher participants. The findings amplify two themes that characterize my 'Aina Aloha praxis: 1) Simultaneity and 2) Awareness as Knowledge. Classroom evidence reveals that teacher and student participants carry multiple, simultaneous relationships in and between the biology classroom for which an 'Aina Aloha praxis honors as central to knowledge acquisition and application. Longitudinal evidence demonstrated the development of awareness as knowledge, as students continued a trajectory of reflective practice and found ways to serve their multiple communities past our year together. This research contributes to the growing body of understanding on how holographic epistemology is practiced in a high school learning environment to impact participants' sense of self and relational kuleana. [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.]