This study explored the best practices employed by the teacher-respondents’ strategies in implementing Modular Distance Learning to IP students amidst COVID-19 pandemic. It was conducted among Junior High School Teacher of Olongapo City that has Indigenous People (IP) students, Department of Education, Division of Olongapo during the first quarter of the school year of 2021-2022. The study utilized a descriptive quantitative research design, survey questionnaire as research instrument, and descriptive and inferential statistics for analysis of data. The researcher concluded that the teacher-respondent are female in their adulthood stage with a teaching position of Teacher I and the highest educational attainment of having units in master’s degree. The teacher-respondents always employed best practices in implementing modular distance learning to IP students in terms of assessment and instructional delivery, they often employed best practices in terms of module development and distribution and retrieval of modules. There was a significant difference in the best practices employed in terms of module development in implementing module distance learning to IP students when respondents grouped according to age and higher education attainment; in terms of distribution and retrieval and assessment when grouped according to age, teaching position and highest educational attainment; there was a significant difference in the best practices employed in terms of instructional delivery when grouped according to teaching position.