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This study analyzes the perceptions of third-grade teachers and students regarding the implementation of Intercultural Bilingual Education (IBE) at the C.E.B.G. Bilingüe Playón Chico, located in the Guna Yala region of Panama. A mixed-methods, descriptive and exploratory approach with a cross-sectional design was applied. The study population included 64 third-grade students and 19 primary school teachers, from which an intentional sample of 4 teachers was selected. Data collection instruments consisted of a 12-item dichotomous questionnaire applied to students and a semi-structured interview of 15 questions conducted with teachers. Quantitative results revealed a high level of acceptance of IBE, especially in the dimensions of pedagogical practices (95.1%), perceptions of implementation (93.2%), and community projection (95.3%). However, lower scores were observed in knowledge and training (64.1%) and challenges and needs (66.4%), mainly due to the lack of teaching materials in the Guna language. Qualitative findings confirmed these limitations, highlighting insufficient teacher training and limited institutional support. The methodological triangulation validated the consistency between quantitative and qualitative results. In conclusion, the study demonstrates that IBE is a relevant and valued model in the Guna Yala context, but it requires stronger efforts in teacher training, materials development, and supportive educational policies.
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