This study was conducted to examine the interdisciplinary teaching stratagems and cultural receptiveness of teachers in public elementary schools in Davao Central District, Division of Davao City. Using a non-experimental quantitative research design with a correlational approach, the study employed universal sampling, involving 134 public elementary school teachers as respondents. Data were analyzed using the mean, Pearson Product-Moment Correlation (Pearson r), and regression analysis. Findings revealed that both the interdisciplinary teaching stratagems and cultural receptiveness of teachers were rated high. Furthermore, a significant relationship was found between interdisciplinary teaching stratagems and cultural receptiveness. Regression analysis also indicated that the domains of interdisciplinary teaching stratagems significantly influence teachers’ cultural receptiveness. These results provide valuable insights for school heads and administrators, highlighting the importance of strengthening interdisciplinary teaching approaches and fostering cultural responsiveness. By enhancing these practices, school leaders can better support teachers in promoting inclusive, culturally responsive learning environments, ultimately contributing to the holistic development of students and the cultivation of a well-educated, socially aware future generation.