This article explores the integration of tribal, indigenous, and community-based knowledge into experiential learning through hands-on projects, with a focus on the Warli community in Maharashtra, India. By employing a qualitative case study approach and systematic document analysis, the research examines how Warli art and storytelling can be effectively woven into environmental education to foster cultural transmission, ecological awareness, and community empowerment. A comprehensive review of Indian and international literature supports the study’s conceptual framework, highlighting the importance of context-sensitive, participatory, and culturally responsive methodologies. The findings reveal that such experiential learning projects not only enhance student engagement and pride in heritage but also empower local artists and elders as educators. However, challenges such as limited resources, lack of teacher training, and initial resistance from stakeholders persist. The discussion emphasizes the necessity of methodological rigor, deep community involvement, and ongoing validation through systematic review and triangulation. The article concludes by recommending collaborative efforts among educators, policymakers, and communities to ensure that indigenous knowledge is preserved and revitalized within India’s educational landscape, thereby promoting sustainable and inclusive development.