This study examined the levels of cultural sensitivity among selected private schools in Aurora Province, particularly in the context of implementing DepEd Order No. 51, s.2014—Guidelines on the Conduct of Activities and Use of Materials Involving Aspects of Indigenous Peoples. Given Aurora’s rich cultural diversity and the presence of indigenous communities, the research underscores the importance of fostering inclusive educational environments that respect and reflect students varied cultural identities. Utilizing a quantitative research design, the study surveyed teaching, non-teaching, and administrative personnel from various private institutions to assess their demographic profiles, awareness of the DepEd order, implementation levels, and culturally responsive practices. Findings revealed that most respondents are young, predominantly female, and hold bachelor's degrees, with teaching personnel forming the majority. Administrators exhibited the highest awareness and implementation levels across cultural sensitivity indicators, while non-teaching staff consistently scored the lowest. Statistical analyses indicated that job position significantly influenced cultural sensitivity awareness and practices, whereas other demographic variables showed limited effects. The study concludes that although cultural sensitivity is moderately observed across schools, gaps remain in training, policy standardization, and community engagement—especially among non-teaching personnel and leadership roles. As a result, a strategic action plan was developed to address these gaps, recommending institutional reforms, cultural education committees, teacher training, and strengthened partnerships with indigenous communities. The study highlights the critical role of private schools in advancing inclusive education and preserving Aurora’s cultural heritage by embedding cultural sensitivity in school systems, practices, and curricula.