Thia study identified the language strategies of the teacher-implementers of the Learning by Rickshaw project and how these strategies affect the performance of the indigenous learners. The respondents who were purposely selected were teachers of English and Mathematics, Science, TLE, and MAPEH, that use English as medium of instruction. Interviews and instructional videos were the sources of data on the strategies while the pretest and the posttest scores of the students in the five subjects determined the effect of the language strategies on the students' performance. The test scores were subjected to statistical analysis using T-test. Findings revealed that while the language strategies of the teachers were often dependent on the difficulty of the subject matter being discussed, all of the respondents encouraged the use of the English language in the classroom. However, they gave in to codeswitching from English to the indigenous language when doing so was the easiest way to make the lesson understandable was found to create a positive effect on the performance of the indigenous learners as seen in the highly significant difference in their pretest and posttest performances in the five subjects. Despite this marked improvement, longer time of documentation and supervision of the Learning by Rickshaw, actual participation, and on-site visits to the school and the Ayta village, may be an advantage to gather more information and to see how the learners participate in class. Lastly, evaluation of indigenized materials for Aytas is beneficial to identify the inclusion of the indigenous knowledge of the students.