Many learners seem to struggle to grasp the concepts of forces and Newton's law of motion, possibly owing to decontextualised teaching pedagogies used in science classrooms. This study investigates Grade 11 Physical Sciences teachers' perspectives in South Africa on integrating Indigenous Knowledge (IK) to improve learners' understanding of science, particularly in relation to forces and Newton's laws of motion. It adopts a qualitative case study approach, grounded in interpretive and Indigenous research paradigms, and framed by the Ubuntu perspective, which emphasises community and collective well-being. Purposive sampling was used to select three voluntary participants, and data were generated through semi-structured interviews. Data analysis was based on Mavhunga and Rollnick's Topic Specific Pedagogical Content Knowledge framework, focusing on learners' prior knowledge, curricular saliency, difficulties in understanding, and teaching strategies. Key themes included learners' prior knowledge, content prioritisation, challenges in integrating IK and conceptual teaching strategies. The study found that a novice teacher instinctively integrated IK without formally understanding it, aligning with effective teaching strategies. On the other hand, experienced teachers demonstrated more understanding of IK, recognising its potential to help learners move from familiar to new concepts. However, one of these experienced teachers viewed IK as somewhat outdated, despite its presence in their teaching practices. This mixed perspective underscores the need for further experimentation with IK in Physical Sciences lessons to better assess its impact on learners' understanding, as teachers' perspectives on its relevance and application vary.