The experience of indigenous learners in the Philippine education system reflects deep complexities and contradictions rooted in history, culture, and policy. While the Department of Education promotes inclusive education through the Indigenous Peoples Education (IPEd) Program, many indigenous learners still face barriers such as language differences, cultural misrepresentation, and limited access to schools in remote areas. As a future educational leader, I recognize that true inclusion goes beyond policy, it requires culturally responsive teaching, respect for indigenous knowledge systems, and meaningful community engagement. The contradiction lies in the promise of equality versus the persistence of marginalization, reminding us that educational reform must not only teach indigenous learners but also empower and honor their cultural identity.