Many students struggle with language use, especially in English. This topic can be found not only in primary and secondary schools but also in higher education. In light of this, the researchers examined whether Indigenous students are aware of this. The bulk of these Indigenous students live in the mountains of one of the provinces in region three, which is one of the provinces most impoverished regions. However, Indigenous Peoples struggle does not preclude them from battling poverty and injustice through education. They are also a part of inclusive education, which means they receive the same guidance, therapies, and treatment as all students. The main purpose of this study is to discover the coping mechanisms of teachers in selected private schools in Davao City with Indigenous People (IP) learners who experience language differences inside the classroom. The Elementary teachers teaching in grades 3 to 6 would somehow reveal their experiences on how they handle situations in order to help learners with language difficulty or language differences. The objectives were to identify indicators of poor vocabulary, processing and expressing of information. The result is a school education for Indigenous children that can be regarded as additive as opposed to the many subtractive English only models of education. Such English only models of education, which allow for at most, just a token use of the childrens mother tongue, are destined to continue their pattern of failure.