This study explores the integration of indigenous knowledge into formal biology education in Zambia, addressing the critical gap between policy commitments and actual school practices. While Zambian communities possess rich ecological wisdom developed over generations, formal biology education has historically marginalized this heritage. This has alienated learners from their cultural identities and perpetuating colonial hierarchies that position Western science as exclusively legitimate. This narrative inquiry explored how biology teachers, community elders and secondary school learners experience and navigate the integration of indigenous and scientific knowledge systems. Employing a mixed methods framework anchored in narrative inquiry, the research prioritized qualitative depth while incorporating quantitative breadth. Data were gathered through in-depth interviews with 12 biology teachers and 8 community elders, focus discussions with 126 learners across seven schools and a survey of 55 biology teachers from six Zambian provinces. Narrative, thematic and descriptive statistical analyses were applied accordingly. Findings revealed that over 80% of teachers valued indigenous knowledge integration, yet only 20% practiced it regularly, constrained by lack of curriculum guidance (82%), examination pressure (78%) and insufficient resources (70%). Community elders confirmed the erosion of traditional knowledge transmission while expressing strong conditional openness to school partnerships. Learners were able to make sense of both knowledge systems thoughtfully. They felt strong and valued when their culture was welcomed, but feel left out and disengaged when looked down upon. The study concludes that meaningful integration requires systemic intervention addressing curriculum reform, assessment, professional development and authentic community partnerships, contributing practical recommendations for culturally-responsive biology education that affirms learner identity while maintaining scientific rigour.