With the single descriptive case study reported on here we aimed to explore incorporating indigenous knowledge (IK) into the teaching of graphic design (GD) as a part of Grade 9 Technology lessons. Incorporating IK into GD could make the topic more meaningful -- especially for indigenous learners. The "Curriculum and Assessment Policy Statement" (CAPS) for technology incorporates indigenous technology. A Grade 9 Technology teacher and 7 learners were interviewed. Each participant was interviewed individually at different intervals using semi-structured interviews. The teaching and learning of GD were also observed during 1 lesson. The collected data were analysed thematically. The findings reveal the teacher's limited understanding of CAPS and her lack of understanding that IK was incorporated into the curriculum. She incorporated IK only marginally in the teaching of GD. She understood indigenous technology but did not make GD relevant to learners' cultural knowledge and backgrounds. On the contrary, learners valued IK within their GD activities. Furthermore, the findings indicate that learners demonstrated their comprehension of IK and its alignment with their background knowledge, particularly within the context of graphics. Consequently, incorporating indigenous perspectives into Technology could transform the subject in line with the intentions of CAPS.