This analytical study analyzed the performance in Basic Mathematics of the indigenous students, the Aeta students (Grade 6) of Sta. Juliana Elementary School, Capas, Tarlac, and the APC students of Malaybalay City, Bukidnon. Results were compared with regular students in rural, urban, private, and public schools to analyze indigenous students' weaknesses and strengths. Data were gathered using a teacher-made test in Basic Mathematics. The test was adapted to the students' respective settings. Results show that the APC (Grade 6) students were weakest in multiplication (50.95%) and strongest in addition (85.7%). The grand mean for computation skill is 68.2% and for problem solving, 71.1%. Among the Aeta pupils, the most learned skill was addition with 84.42 mastery level while subtraction was the least learned with 29.49% mastery level, below average. The computed F for the difference among APC students compared to rural, urban, private and public schools counterpart was 78.9 (prob.= 0.00); the Scheffe Test identified comparability of Grade 6 APC students to Grades 5 and 6 students of a private-rural school and Grade 4 students of a public-rural school. On the other hand, the Grade 6 Aeta students were only ranked 5th (F= 20.049) and they were comparable with the Grades 4 and 5 students of their school and a rural public school in Capas, Tarlac. The study recommends that the teachers of conventional schools where Aeta students are mainstreamed should give extra attention to them because of their cultural adjustment and poverty.