This study explored the instructional strategies employed by English teachers in teaching Dibabawon learners within an Indigenous Cultural Community in Kapalong, Davao del Norte. Specifically, it examined teachers' experiences, coping strategies, and insights in facilitating the development of grammar, verb tenses, and sentence structure among learners. A qualitative phenomenological research design was utilized involving ten public school English teachers, with five participants in in-depth interviews and five in focus group discussions. Data were analyzed thematically using Colaizzi's method. Findings revealed that teachers encountered severe linguistic, cultural, and socio-economic barriers affecting learners' English preparedness and classroom participation. To address these challenges, teachers employed culturally responsive and differentiated instructional strategies such as translanguaging, contextualized instruction, scaffolded learning, and collaborative activities. The study emphasizes the critical role of teacher adaptability, culturally responsive pedagogy, and localized instructional materials in fostering inclusive, meaningful language development within indigenous ESL contexts.