Indigenous languages play a crucial role in preserving cultural identity, safeguarding traditional knowledge, and ensuring the transmission of cultural values and heritage across generations. This conceptual study examines indigenous language education among the Konyak tribe of Mon District, Nagaland. The Konyak tribe is the largest community in Nagaland in terms of population. It is one of the 17 major tribes of the state and has approximately 2,40,000 speakers as per the 2011 Census. The Konyaks, named after their language, are primarily settled in the eastern region of Nagaland, particularly in the Mon District. Their language belongs to the Northern Naga subgroup of the Tibeto-Burman language family. Konyak Naga comprises around 30 dialects, each named after the village where it is spoken. Among these variations, the “Tableng” or “Angwanku” dialect, spoken in the Wakching and Wanching areas, is regarded as the standard dialect of the Konyak language. It serves as the official mode of communication within the community, and most literary works and educational textbooks are written in this dialect. Although Konyak Naga originally did not have its own writing system, it has adopted the Roman script. The Wakching dialect has been formally recognized as the common language of the Konyak people and is widely used in academic, literary, and official contexts. The primary objective of this study is to investigate the significance, current status, and key challenges faced in promoting indigenous language education within the community. The study is based on secondary data collected from various sources, including books, policy documents, journals, research articles, newspapers, and other published and unpublished materials.