The multifaceted influences of coloniality in higher education continue to be explored to reshape and transform spaces that can either reproduce structures of coloniality or bring about decoloniality. The University of Puerto Rico, the central higher learning institution of the archipelago, continues to undergo changes that are influenced by its sociopolitical context. The aims of this research included the critical observation of the influence of coloniality in the public university system of Puerto Rico through exploring community engagement by university professors. This research implemented qualitative inquiry through document analysis. Pattern analysis was performed through three conceptual frameworks: coloniality, colonial state of exception, and ecologies of knowledge. Findings included both the interruption of coloniality by university professors and the reproduction of coloniality by the university administration. These findings illustrate current spaces of decoloniality in Boricua higher education.