One major drawback to the curriculum demand for the use of indigenous games in mathematics classrooms is the inability of most teachers to identify the mathematics in these games and consequently incorporate them when teaching specific mathematics content. The primary purpose of the study is therefore to analyze and show how the indigenous "bukre" game could be incorporated into the teaching and learning of probability concepts in junior high school mathematics. Forty-five pupils from Vea Junior High School and a 79-year old knowledgeable man were purposively engaged in "bukre" game and data were gathered by participant observations and interviews. A comparative analysis uncover that, similar to the classical experiment of tossing a coin, a variety of probability concepts surrounds "bukre" game. It is also observed that the game can promote pupils' native conception of probability, intrinsic motivation, friendly classroom dialog and interactions. Implications were discussed within the framework of projecting the use of indigenous games and knowledge systems in teaching and learning mathematics.