India has the second largest tribal population in the world, with more than 450 individual tribes inhabiting mainly interior, forest, and hilly areas by adopting suitable socio-cultural way of life. Their unique culture includes treasured knowledge and skills to sustain their life. The present paper will examine the nature of indigenous knowledge related to different aspects and pedagogies adopted to transfer knowledge and skills from one generation to another. The paper also discusses the importance of adopting indigenous knowledge and pedagogies in formal schooling to bridge the gap between traditional knowledge and formal education. Children in tribal societies learn the skills and knowledge related to their socio-economic status and culture through different means and at appropriate ages. Anthropological studies have valuable in-depth observations of how knowledge is transformed and methods adopted at family, community, and individual levels. Age grading and gender-based expertise are passed on smoothly and effectively. In contrast to formal schooling, indigenous teaching and learning take place in a more congenial atmosphere and suit children's individual needs. Anthropological studies on traditional pedagogical methods and knowledge content will provide valuable insights into designing curriculum and teaching methods in formal schools to make schooling effective. The role and responsibilities of teachers in formal schools can be designed based on traditional knowledge transfer methods in tribal communities, including behavioral curriculums for teachers and students.