Indigenous Knowledge is largely neglected in the primary school curriculum, yet it espouses the history, art, nature, and traditions of the community from which students come. This study explores the views of six custodians and six teachers on the integration of Indigenous Knowledge in the primary school curriculum in Zimbabwe. Indigenous standpoint theory and participatory research methodology framed the study. Data were generated through focus group discussions with Indigenous Knowledge custodians through individual interviews with teachers. The custodians’ views confirmed that Indigenous Knowledge was significant to their identities, but they were concerned with the loss of their culture due to modernization. Most teachers acknowledged the wisdom of Indigenous Knowledge custodians, welcomed their contributions, but some teachers were sceptical about custodians teaching formally in the classrooms. Several dilemmas arose from the views of participants, which have implication for the integration of Indigenous Knowledge in primary schools.