This study delves into qualitative research aimed at exploring formative instructional practices within Hawaiʻi’s public schools. The Hawaiʻi State Department of Education (HIDOE) provided a definition for formative instructional practices, characterizing them as “student-centered teaching strategies that guide the educational process” with the aim of involving students in the learning process to enhance engagement and knowledge acquisition (Hawaii State Department of Education, 2022b, p. 24). According to the HIDOE, the effectiveness of this approach is maximized when both the teacher and the student collaborate to gather evidence to determine the studentʻs current position, identify the desired learning outcomes, and develop strategies to bridge the gap (Hawai‘i State Department of Education, 2022b). Formative instruction, occasionally referred to as formative assessment or assessment for learning, is integrated into the framework of effective academic practices, aiming to boost students’ dedication to their learning process.