The article, ''Mohala i ka wai: Cultural Advantage as a Framework for Indigenous Culture-Based Education and Student Outcomes,'' by Shawn Malia Kana'iaupuni, Brandon Ledward, and Nolan Malone, represents an important story and study in Indigenous educational self-determination. Their positioning and findings of culture as an advantage in regard to positively influencing student outcomes in schools in Hawai'i is a story many of us in the field of Indigenous education have been waiting to hear. While qualitative research in the field has shown the benefits of culture-based education (CBE) to students' cultural identity, self-confidence, and sense of belonging (Kawagley & Barnhardt, 2004; Kulago, 2016; Lee, 2015), there has been very limited quantitative research that demonstrates these significant connections to these areas in addition to outcomes related to college aspirations and connections to community (but see e.g., recent quantitative work on Native language and culture instruction by Van Ryzin, Vincent, & Hoover, 2016). Kana'iaupuni et al.'s work is groundbreaking, and Tiffany Lee titled her Commentary using phrases from their article that she believes capture the magnitude of their work for the field of Indigenous education. She explains the significance of each phrase herein. [This article offers a commentary on "'Mohala i ka wai': Cultural Advantage as a Framework for Indigenous Culture-Based Education and Student Outcomes" (EJ1155334).]