This study investigated the inclusion of Indigenous Knowledge (IK) in the new curriculum materials and teachers‘classroom pract ices in the Amhara Region primary and middle schools. Moreover, the study intended to evaluate whether there were differences in teachers‘ perceptions and practices of IK and challenges they faced in the inclusion of IK in the curriculum materials and their classroom activities in terms of gender, location, and experience. To achieve this purpose, a convergent mixed-methods design was employed. A content analysis of the three purposefully selected primary and middle school textbooks (Environmental Science, General Science and Social Studies) was made. Besides, data was collected from 372 teachers selected via an availability sampling system, interviews with 21 sample teachers, and classroom observations with five sample teachers. The alpha values indicated that all items were reliable and entirely consistent. The quantitative data were analyzed using number counts, percentages, the mean, standard deviation, an independent t-test, and a one-way ANOVA, whereas, the qualitative data were analyzed using descriptions and text narrations. The findings of the textbook review revealed a low level of IK incorporation in the contents, including exercises, project work, and graphic representations. Indigenous values are represented on a small scale in the new curriculum lessons. Besides, findings from the data collected through the questionnaire showed that the presence of indigenous elements of knowledge was lower than the expected. Similarly, the interview results also revealed the presence of small-scale interventions based on indigenous values in curriculum lessons. There is no significant gender difference in perceiving IK as included in the curriculum materials and classroom teaching. There were also no significant differences in terms of teachers‘ experiences in their perception, planning, and classroom practices in the inclusion of IK. Despite some progress being made to integrate IK, the newly designed textbooks still require further improvements in terms of including more context- based and IK-focused activities in the lessons. Furthermore, while teachers have positive perceptions and have tried to incorporate IK into classroom lessons, a lack of awareness and a culture of undermining and inaccessibility of IK possessors‘ knowledge pose challenges