This paper investigates Physical Sciences teachers’ understanding and perspectives on the integration of Indigenous Knowledge (IK) into the Physical Sciences curriculum. Using Cultural Historical Activity Theory (CHAT) as a theoretical lens, the study draws on qualitative data generated through in-depth interviews with four Physical Sciences teachers in the Eastern Cape province of South Africa. The findings reveal significant tensions, contradictions, and conflicts encountered by teachers when attempting to integrate IK in their classrooms. While participants acknowledged the potential of IK to enhance learners’ conceptual understanding and contextual relevance of science, they also expressed concern that IK might conflict with or dilute scientific explanations. These insights highlight the need for targeted professional development initiatives that bridge the epistemological gap and support teachers in meaningfully integrating Indigenous perspectives into Physical Sciences teaching.

Keywords: Physical sciences curriculum, Indigenous Knowledge, Cultural Historical Activity Theory (CHAT), Teachers' perspectives, Curriculum Integration.