The integration of ESL in urban educational settings presents unique challenges for Blaan students, as their primary language shapes daily experiences, creating tension between adapting to new linguistic contexts and preserving cultural identity. This qualitative research employing multiple-case inquiry approach explored the difficulties encountered by Blaan learners of English as a Second Language (ESL) in three urban school settings for the School Year 2024-2025. Indigenous learners face linguistic, cultural, and socio-emotional obstacles that impede their academic achievement and social integration. Semi-structured interviews were conducted among Grade 7 Blaan frustrated readers and speakers based on Philippine Informal Reading Inventory (Phil-IRI) evaluation. Thematic analysis was utilized to understand the data and derive essential insights. Data revealed that Blaan students experience difficulties in English understanding, pronunciation, and vocabulary, resulting in anxiety and diminished self-confidence. Social and cultural exclusion intensifies their difficulties, since they face discrimination and marginalization inside the educational environment. Notwithstanding these challenges, learners utilize coping strategies like peer and familial support, autonomous learning, and resilience to surmount educational obstacles. The significance of educators and inclusive pedagogical approaches was emphasized as essential in facilitating language acquisition and cultural identity. This study highlights the necessity for culturally sensitive teaching, bilingual education initiatives, and improved institutional support to close the educational gap among Blaan ESL learners. By cultivating an inclusive educational atmosphere, schools can enable indigenous students to excel academically while safeguarding their linguistic and cultural heritage.