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Using STEMS2 (https://coe.hawaii.edu/stems2/, 2021; Yu, 2017;) as a theoretical framework, the authors explore how the implementation of STEMS2 Pedagogy impacted participants’ (students and teachers) connection to content and sense of place while engaging in community-driven science. Across two longitudinal (four years) case studies, we found that engagement in community-driven science through a STEMS2 lens caused the case study teachers and their students to 1) Develop a sense of Kuleana [Responsibility] to themselves, their class community, and the community partner, 2) Develop a bond with the course content, and 3) Strengthen their sense of self as agents of change.