Abstract. The IPEd Program aims to provide marginalized ethnic groups with an inclusive curriculum that respects their cultural identity. Department of Education recognizes that access to culture-responsive primary education is a crucial issue that needs to be addressed among Indigenous Peoples, given its significance in achieving the country's Education for All (EFA) targets. This study was conducted to determine the lived experiences of IPED teachers in integrating the IPED curriculum. Participants were assigned from different IPED-implementing schools in the Division of Misamis Occidental. They were selected through purposive sampling. Face-to-face interviews were conducted to gather the data from the participants. The study employed a qualitative research design, and the researcher used the transcendental phenomenological approach. Responses were analyzed using Braun and Clarke’s thematic method of data analysis. Findings revealed that IPED teachers faced various challenges in integrating the IPED curriculum, including additional workload, difficulty in Subanen Orthography, limited IPED instructional materials, and disinterest in the Indigenous Program. The participants also gained meaningful opportunities to become IPED teachers, such as understanding the Subanen culture and receiving awards and recognition as IPED teachers. To cope with the mentioned challenges, IPED teachers had to seek assistance from I.P. leaders in the community, attend IPEd seminars and workshops, and observe flexibility and open-mindedness. These suggest that addressing the workload, cascading intensive Subanen Orthography workshop, supplying adequate IPED instructional materials and teaching resources, boosting IPED learners' interests, and increasing I.P. community involvement are essential steps toward improving the educational experience for both teachers and students.

Keywords: Challenges encountered; IPED curriculum; IPED teachers; Lived experiences; Qualitative approach.