The study provided a comprehensive understanding of English when they study a new language. They become more aware of grammar, conjugation and sentence structures. The phenomenological approach was utilized in my research, as it is particularly suited for exploring the lived experiences of individuals and understanding the meaning they attribute to those experiences. In my study, the participants consisted of 10 English teachers, with five teachers involved in the in-depth interviews (IDI) and the other five participating in the focus group discussion (FGD). The implications of this study held significant implications for both educators and policymakers, especially in multicultural and multilingual contexts. One of the key themes of the Ata-Manobo English Acquisition Journey highlights the unique linguistic, cultural, and socio-economic realities that shape the language learning experiences of Indigenous learners. From a Social Constructivism perspective, this journey emphasized the importance of social interaction, community involvement, and culturally responsive teaching. Learners acquire language not in isolation, but through meaningful engagement with their peers, teachers, and broader communities, underlining the need for collaborative learning environments that respect and integrate indigenous perspectives