The purpose of this study was to explore the experiences and unique strategies of English Teachers in adapting the language of their Indigenous students using a qualitative approach, specifically a case study design. McCombes, (2020) defined case study as detailed study of a specific subject, such as a person, group, place, event, organization, or phenomenon. Case studies are commonly used in social, educational, clinical, and business research. Also, in an appropriate research design when the researcher wants to gain concrete, contextual, in-depth knowledge about a specific real-world subject. The following major findings are English teachers teaching in IP schools experiences difficulties such as encountering language barriers, having difficulties in teaching the language towards the students, utilizing an approach like grammar translation method, and experiencing difficulties in adapting student’s language. In adapting the language of indigenous students, the English teachers implemented different strategies and techniques. It can be concluded that there are ways that the English teachers could adapt the language of their IP students, even though the English teachers encountered language barriers, and experiencing difficulties in adapting student’s language. English teachers also wish to emphasize the importance of understanding the culture and tradition of their IP students, and value the preserving culture of their environment. To effectively teach the IP students, English teachers believed that they must exhibit unflinching patience and passion in dealing and teaching them.