This study explored the challenges, coping mechanisms, and aspirations of elementary teachers in implementing the Indigenous Peoples Education (IPEd) Program in Malabog District, Division of Davao City. Ten (10) teachers with significant experience in teaching Indigenous learners were selected using purposive sampling and participated in in-depth, semi-structured interviews. Guided by a phenomenological research design and analyzed through Braun and Clarke’s thematic analysis, the study revealed three major themes regarding the challenges: language barriers and cultural disconnect, lack of culturally relevant resources and materials, and institutional and environmental limitations. For coping mechanisms, themes included culturally-responsive instructional practices, community engagement and collaborative learning, and professional development and adaptive learning. Aspirations and visions were grouped into culturally rooted and community-shaped curriculum, empowered Indigenous learners as future leaders, and active and sustained community collaboration. The findings highlighted the teachers’ role as cultural agents who integrate Indigenous knowledge systems into their pedagogy while navigating systemic limitations. These insights may guide DepEd policymakers, school administrators, and future researchers in enhancing culturally relevant, inclusive