The U.S. Marshallese population is one of the fastest growing Pacific Islander populations in the United States. The purpose of this study was to identify how U.S. Marshallese students could be empowered and engaged in their learning through clearly identified indicators that educators could apply within their classrooms and schools. The indicators have been established on a historical, cultural, and linked perceptions of student learning as identified by U.S. Marshallese students and teachers. Pacific Islanders consisted of a variety of populations with varying cultures and ethnic diversity. This study has been conducted using a postpositivism worldview, Marshallese migration is not a limited phenomenon of displacement, but a migratory change that must be embraced by communities and educators. Educators must understand how to empower and engage U.S. Marshallese students in their learning. This study was designed utilizing an interpretative descriptive naturalistic ethnography qualitative research design with middle school students and teachers to gather qualitative data from U.S. Marshallese students that will lead to a contextual understanding of empowering and engaging U.S. Marshallese students in their learning. The findings of this qualitative research study can be applied by educators to empower and engage U.S. Marshallese students in their learning on a daily basis in schools and classrooms. Culture understanding, positive relationship building, and the design of culturally connected intrinsically student motivated learning activities is the foundation and critical component of empowering and engaging U.S. Marshallese students in school and classrooms for improved student learning.