Poor skills in handling Indigenous Peoples (IP) learners with special needs remain a significant challenge. In response, this study explores the lived experiences of general education teachers who have worked with IP learners exhibiting cognitive challenges. A phenomenological approach was employed, and data were gathered through in-depth interviews with eight purposively selected participants. Thematic analysis revealed key themes and associated sub-themes. Under personal factors, the sub-themes identified were: lack of confidence, limited knowledge, and challenged teaching philosophies. Behavioral factors included trial-and-error lesson delivery, improvised attention-management techniques, and adaptations to classroom routines. Environmental factors comprised limited training and resources, irregular policy enforcement, and cultural mismatches. It is recommended that education leaders provide stronger institutional support for teachers in Last Mile Schools to effectively assist Indigenous learners facing memory, attention, and comprehension challenges. This includes fostering meaningful collaboration among stakeholders and developing inclusive, culturally responsive teaching strategies. Prioritizing targeted teacher training and sustained support systems is essential to promote equitable and quality education for all learners.