This study investigated the effectiveness of incorporating locally-themed visual aids in improving vocabulary retention among Grade 2 pupils in Alilem District. Recognizing the challenge of enhancing contextual learning in rural settings, the study sought to determine whether instructional materials that reflect familiar cultural and environmental elements would lead to better word recall and understanding. A quasi-experimental one-group pre-test–post-test design was employed, utilizing a researcher-made 20-item vocabulary test as the primary instrument. The test included picture identification, word-meaning matching, sentence completion, and synonym recognition items. Twenty pupils were assessed before and after the use of localized visual aids integrated into regular lessons. Parental consent was secured prior to data collection, and ethical standards were strictly observed in line with DepEd Order No. 31, s. 2022. The pre-test and post-test scores were analyzed using descriptive statistics and a paired sample t-test to determine the significance of differences in retention levels. Results showed a marked improvement in vocabulary performance after exposure to locally-themed visual aids, indicating that context-based materials contributed positively to pupil engagement and comprehension. The findings underscore the value of culturally relevant teaching tools in rural classrooms and support the integration of localized visual content to reinforce learning outcomes. The study recommends further research using larger samples and comparative groups to validate these findings and to inform the development of sustainable, community-rooted instructional strategies.