Hussey and Sridharan begin this article with the cultural and indigenous context setting that is valued by the authors in answering the question, "Who you?" Not what is your name and academic pedigree, but who are you in terms of your ancestral knowledge, beliefs, mindset, and biases juxtaposed with Western, professional, and life experiences, and brought to the act of evaluating? Both authors come from an ancestral knowledge base that is rooted in family, places, and communities represented by a range and mixture of ethnicity (e.g., Hawaiian, Japanese, East Indian), societal (e.g., plantation, rural, urban, international), professional (e.g., academic, business, education, health, criminal justice, government), and life experiences. "O ke kahua ma mua, ma hope ke kukulu" (the foundation comes first and then the building) (Pukui #2459)--learn all you can, then practice--is the 'olelo no'eau (proverb or wise saying in Hawaiian) chosen to frame the foundation-setting work needed to establish the value proposition approach of evaluation to the University of Hawai'i (UH) EdD program. Using this frame, the authors think that any valuing of the EdD program needs to ask these questions: (1) What is the foundation upon which the EdD program is built? (2) How does it help the community? (3) How does it strengthen the family? How does it help Hawai'i? (4) How does it help the student? The goal of this paper is to develop an initial framework for how to evaluate the EdD program. The authors restrict themselves to conceptual issues and introduce ideas that help argue for the need for multiple evaluation approaches. They do not focus on the actual design or data needs to conduct the evaluation.