Place-based Education (PBE) is the process of adapting students' educational experiences to the places and characteristics of their communities to make learning more "practical, relevant, and meaningful", and to help them become creators, not just consumers of knowledge (Ledward, 2013; Fukuda, Ah Sam, and Wong, 2010). PBE curriculum is developed around particular attributes of place, such as geography, ecology, sociology, politics and other dynamics (Woodhouse and Knapp, 2000) and uses these attributes as a foundation for the study of subjects across the curriculum (Liebtag, 2018; Metzger, 2013). Also, PBE has multigenerational and multicultural dimensions, bringing students into contact with community resources (Woodhouse and Knapp, 2000). While PBE coheres around local contexts, it is a multidisciplinary approach to education which draws from a variety of purposes and practices, including experiential learning, contextual learning, problem-based learning, constructivism, outdoor education, democratic education, multicultural education, service learning, personalized learning, and more (Liebtag, 2018; Fukuda et al. 2010). This report examines how PBE in Hawai'i has been at the center of education reform for decades with connections to the broader and ongoing movement for Hawaiian sovereignty and self-determination.