This study aims to explore and document the lived experiences of Grade 5 Indigenous Peoples (IP) learners at Pinamihagan Elementary School in the context of formal education. Specifically, it identifies the challenges these learners encounter, the coping mechanisms they employ, and possible intervention programs that can enhance their academic performance and educational well-being. Utilizing a qualitative phenomenological design, the study engaged seven Grade 5 Ati learners selected through purposive sampling. Data were gathered through face-to-face interviews using a semi-structured, open-ended interview guide, and analyzed using Colaizzi’s method of phenomenological data analysis. The findings revealed that both positive and negative experiences shape the educational journey of IP learners. Strong peer relationships and supportive social interactions promote emotional well-being and academic motivation. However, learners also face discrimination, bullying, and financial constraints, which hinder their academic performance and emotional stability. Despite these challenges, learners exhibit resilience by drawing strength from their cultural identity and support systems, including family and teachers. The study’s limited sample size and geographic scope suggest caution in generalizing findings. However, it highlights the importance of anti-bullying initiatives, culturally responsive teaching, social support systems, and economic empowerment programs to foster an inclusive and supportive environment for IP learners, ensuring their holistic development and academic success.