This study examined the accommodation and integration of traditional Igorot cultural practices among members of the Kankana-ey community residing in Ramon, Isabela, with particular emphasis on selected life-cycle practices such as courtship, marriage, conception, birth, baptism, healing, and mourning or death. Specifically, it aimed to determine whether these traditional practices are still accommodated in the lowland setting, to assess the extent of their accommodation, to identify mechanisms through which migrants retain and transmit their cultural traditions, to analyze community perceptions regarding cultural integration, and to examine the implications of these findings for Social Science education, particularly in teaching cultural heritage. Using a qualitative-descriptive research design, data were gathered from selected participants through written responses, interviews, and focus group discussions. Participants were purposively selected based on their cultural affiliation, length of residency in Ramon, Isabela, and familiarity with traditional practices. Thematic analysis was employed to interpret participants’ responses and identify recurring cultural patterns related to accommodation, adaptation, and transmission of indigenous traditions. Findings revealed that traditional Igorot cultural practices continue to be accommodated in the lowland community, although the degree of accommodation varies across cultural practices. Marriage and mourning traditions remain strongly preserved through the continued use of indigenous music, rituals, and communal participation, while courtship, conception, birth, and healing practices have undergone partial modification due to modernization, institutional healthcare systems, and religious influences. Cultural transmission remains active through family-based instruction, storytelling, and participation in community ceremonies, although reduced youth engagement presents emerging challenges to long-term preservation. Participants generally expressed positive perceptions toward the integration of their cultural traditions within the lowland environment and emphasized the importance of maintaining cultural identity despite adaptation to new social contexts. The study further revealed important implications for Social Science education, highlighting the need to integrate indigenous cultural heritage into localized and culturally responsive teaching practices. Schools play a critical role in strengthening cultural awareness, promoting intercultural understanding, and supporting the transmission of indigenous knowledge systems among younger generations. The findings of the study contribute to ongoing efforts to preserve indigenous traditions while promoting inclusive cultural education in multicultural learning environments.