The purpose of this study was to determine the relationship between the implementation of the Indigenous Peoples Education (IPEd) Program and IPEd Program Outcomes. A predictive correlational research design was utilized to establish the relationships and predictive effects among the study variables. The respondents consisted of 116 public school teachers from the Laak North District, Division of Davao de Oro, selected through total enumeration sampling. Data were collected using a researcher-adapted survey questionnaire and analyzed using mean and standard deviation, Pearson product–moment correlation, and multiple linear regression analysis to identify significant relationships and predictors. Findings revealed that the level of implementation of the IPEd Program was generally moderate across all indicators, while the level of program outcomes was also moderate, with improvements observed in cultural identity, literacy, and academic engagement, despite the persistence of implementation challenges. Among the indicators of implementation, only community engagement and administrative and policy support emerged as significant predictors of IPEd Program Outcomes, while training, resource availability, and curriculum contextualization did not show significant predictive influence. IPEd coordinators and DepEd training units may redesign training programs to be more practical, culture-based, and community-driven, focusing on real classroom applications. Continuous professional development may include mentorship, demonstration teaching, and collaboration with Indigenous cultural bearers to bridge the gap between theory and practice.