This study aimed to assess the impact of home visitation program on academic performance of Tagbanua Kalamianen Grade 6 learners among public elementary schools implementing Indigenous Peoples Education (IPEd) in the Division of Palawan during the School Year 2024-2025. The study used stratified sampling technique in selecting 100 teachers and 50 Grade 6 Tagbanua Kalamianen learners who are recipients of home visitation program. The researcher used descriptive-quantitative research design utilizing a questionnaire in collecting the quantitative data needed in the study. The study revealed that on the factor indicators of the impact of home visitation program on the academic performance of Tagbanua Kalamianen learners, most of them received two to three times home visits in a month, English as the most improved learning area while Mathematics is the learning area which most need assistance, while One-on-One Tutorial is the most helpful learning method utilized during the home visitation program compared to Parent-Engagement Activities and Motivational Concept Sharing. The indicators on the barriers in learning of Tagbanua Kalamianen learners that the home visitation program addressed in terms of parental support, language barriers, learning difficulties, and accessibility to learning materials are verbally intrepreted as “Evident”. The results show that parental support, language barriers, learning difficulties, and accessibility to learning materials are the barriers in learning of Tagbanua Kalamianen learners that the home visitation program addressed. The indicators on the impact of home visitation programs on the academic performance of Tagbanua Kalamianen learners in terms of academic achievement, learning engagement, parental involvement, and culture heritage are all interpreted as “Effective” as assessed by the teachers and student-respondents. There are significant differences in the impact of home visitation programs on the academic performance of Tagbanua Kalamianen learners when grouped according to when grouped according to number of home visits in a month, most improve learning areas, and most helpful learning method utilized but there is no significant difference when grouped according to learning areas that needs more assistance as factor indicators of the impact of home visitation program on the academic performance of Tagbanua Kalamianen learners. There is a significant relationship between the barriers addressed (number of home visits received, most improved learning area, learning area that most need assistance, and most helpful learning method utilized) and the impact of home visitation programs on the academic performance (academic achievement, learning engagement, parental involvement, and culture heritage) of Tagbanua Kalamianen learners with a moderate positive correlation.