This dissertation critically examines the concept of educational sovereignty within the Native Hawaiian context by focusing on Nā Lei Na`auao, a coalition of Hawai`ian-focused charter schools committed to "Education with Aloha" (EA). Grounded in Indigenous epistemologies, these schools seek to liberate Hawaiian education from colonial impositions, emphasizing cultural preservation, self-determination, and community-driven learning models. This research is situated within a broader critique of the U.S. government's fiduciary trust responsibility to Kānaka Maoli/Native children following the illegal occupation and denationalization of Hawai`i. Utilizing Hawaiian Studies Methodology, the "Ropes of Resistance" metaphor, and an activism framework, this study offers a comprehensive examination of the systemic challenges and ideological struggles faced by these schools in their pursuit of educational equity and self-governance. Through an emergent research design that includes participant observations, ethnographic group kūkākūkā/interviews, and document analysis, the study investigates the inadequacies of the current educational framework, where policy constraints and insufficient funding continue to undermine Indigenous educational quality and autonomy. The findings highlight a significant gap in existing academic and policy discourses regarding organizational structures that facilitate Indigenous educational sovereignty in the U.S. and Hawai`i, underscoring the urgency for a recalibrated or new vehicle that respects Native Hawaiian rights as outlined in the Coolangatta Statement on Indigenous Peoples' Rights in Education. The study also presents the Mo`olelo of Struggle and persistence, which narrates the journey of the Nā Lei Na`auao schools and the broader movement towards educational sovereignty. These narratives underscore the depth of commitment and resilience in the face of systemic oppression, providing a foundation for future advocacy and research. By challenging the existing educational paradigm, this dissertation contributes to the discourse on Indigenous education, offering a transformative model that reclaims Hawaiian identity, economic independence, and cultural strength through education.