Background: As evaluations becomes more responsive to the recent focus on issues of diversity, equity, Indigeneity, accessibility, and inclusion, we believe that scholarship and practice of evaluation can be strengthened by engagement with fields such as Hawaiian epistemology. Purpose: This paper explores the implications of Hawaiian epistemology in guiding a decolonizing approach in evaluation practice. Data Collection and Analysis: The paper utilizes multiple sources of information: The writings of a leading Hawaiian epistemologist Manulani Aluli Meyer; our personal experiences in evaluation in varied settings; a webinar we conducted with former students from the Doctor of Education program at the University of Hawaii; and our experiences using the example of evaluations we conducted of a Drop-in center serving homeless and marginally housed individuals in Toronto, Canada. Findings: We identify the following themes from Hawaiian epistemology as being relevant to evaluation practice: (1) embracing heterogeneity and diversity¾moving away from homogeneous standardized approaches; (2) understanding identity, cultural context, and knowledge; (3) ‘aina and a sense of place; (4) valuing relationships; (5) causation and complexity; and (6) aesthetics and valuing. [ABSTRACT FROM AUTHOR]