This qualitative study was conducted to gather narrative accounts of indigenous children in learning English. The multiple case study method was utilized in this study, which was conducted at Sitio Timbubog, Brgy.Sagua, Anini-y,Antique. This study, which was anchored on constructionism and symbolic interactionism as its epistemological and theoretical underpinnings respectively, explored the untold stories of indigenous children regarding their desires to learn English as well as the perceptions of the indigenous community towards their children’s learning of the said language. We selected two indigenous children as our respondents through purposive sampling method. One-on-one in-depth interviews, teacher’s narrative report and researchers’ observation notes were used as data sources. These multiple sources of data were used to triangulate the results. We made use of thematic analysis to analyze the data and cross-case analysis to further validate the reliability of results. Findings had shown that there were several factors that contributed to indigenous children’s desire in learning English. These factors included encouragement and support of parents, role of teacher, and engaging learning activities. Furthermore, the indigenous community had shown positive perception toward their children’s learning of English such as desire to be literate in English, better career opportunities and reduction of discrimination cases. The findings of this qualitative research brought forth certain implications to the National Commission on Indigenous People (NCIP) to provide additional learning materials to the community of indigenous people as well as to teachers to become more flexible in dealing with students especially in a diverse classroom.