This study explores indigenous pedagogical methods for teaching geometry in three secondary schools within the Kalomo District of Zambia. The study addresses three primary objectives: (1) exploring the utilization of Indigenous pedagogical methods in teaching geometry, (2) assessing the impact of integrating traditional knowledge on student engagement in mathematics education, and finally, (3) identifying teachers' perceptions regarding the use of these methods and challenges associated with their implementation. This study utilizes a quantitative research survey model involving 200 secondary school students. Quantitative data analysis employed descriptive statistics, t-tests, one-way -- ANOVA, and Pearson Correlations. The findings reveal that 75% of students perceive their teachers as incorporating indigenous methods into geometry lessons, with 85% agreeing that their engagement improved through traditional knowledge integration. The Independent Samples t-test showed no significant gender difference in perceived benefits (p = 0.143). One Way ANOVA indicated no significant variation in teacher engagement by experience (F = 0.66, p = 0.580). Pearson Correlation showed a strong positive correlation (r = 0.62, p < 0.001) between indigenous method utilization and student engagement. The study concludes that integrating indigenous pedagogical methods enhances student engagement, teacher perceptions, and cultural preservation. Recommendations include developing resources and revising curriculum standards.