This qualitative narrative study investigates the lived experiences and challenges of secondary-level Indigenous students from Montecentral, enrolled at Ramon Enriquez National High School in Labuan, Zamboanga City. Leveraging a descriptive qualitative design and semi-structured interviews with five purposively sampled participants, the research explores the cultural identity, economic hardship, and institutional barriers. It highlights their persistent engagement with education despite facing environmental and Infrastructural Barriers financial Struggles, ethnic discrimination, lack of Learning Resources and poverty It was found out the challenges faced by Indigenous students in MonteCentral have far-reaching consequences that go beyond mere inconvenience. Washed out bridges, flooded rivers, and unreliable motorcycle transport underscore how environmental and infrastructural deficiencies severely disrupt access to secondary education. Despite daily struggles poverty, family responsibilities, and emotional strain these young learners persist, driven by a clear sense of purpose: to uplift their families and build a better life. Another issue they encounter is students often face harsh ethnic discrimination through isolated comments and bullying students face lack of resources and connectivity. Many students must work to help support their families. Despite these systemic obstacles, students express deep gratitude and joy in accessing education and demonstrate strong perseverance and purpose, driven by aspirations to uplift their families. The study recommends a holistic, culturally grounded framework: enhance rural infrastructure train teachers in Indigenous-responsive pedagogy and provide targeted scholarships and material support. By integrating environmental, cultural, and economic strategies, stakeholders can create a truly inclusive educational environment—one where students thrive academically and maintain their cultural identity