This study critically assesses the implementation of the Indigenous Peoples Education Program (IPEd) in elementary schools located within West Butuan District III of the Butuan City Division. The evaluation centers on three pivotal dimensions: literacy rates, the availability of educational resources, and teacher training. Moreover, it delves into the perspectives of learners, teachers, and school administrators regarding the program's level of execution, in addition to identifying challenges faced by participants. A quantitative research design, employing statistical measures like frequency counts, means, and analysis of variance, was utilized to analyze the data collected via a comprehensive survey questionnaire. The findings reveal a moderate level of IPEd program implementation concerning literacy rates, the availability of learning materials, and the quality of teacher training. The assessment, as perceived by participants, indicates an overall moderate level of implementation, with no significant disparities observed between different participant groups. Challenges identified throughout this study encompass the necessity for a more profound understanding of Indigenous Peoples' knowledge and culture, issues of inadequate learning materials, instances of discrimination, and an absence of instructional supervision. In response to these challenges, the study proposes an Action Plan on IPEd Program Implementation (APIPI), which underscores active involvement, collaboration, and partnerships with Indigenous Peoples' Elders or community representatives. The plan underscores the significance of continuous monitoring and evaluation to ensure the effective and sustainable implementation of the program.