This study is an interpretive qualitative case study. Its goal was to look at the influence of natural science scientific register in isiNdebele on classroom practices. The study was conducted in some schools of the Siyabuswa 2 circuit in the Mpumalanga Province. The stakeholders’ (teachers, learners, and parents) information was gathered through interviews and observations. Data gathered from interviews and observations were analyzed using content analysis. Interviews and observations that were recorded on audio were examined by playing them back numerous times after being transcribed into a word document. The findings demonstrated that the usage of indigenous languages favorably influences learner interactions and discourses in the classroom. This is because there was the most interaction in the classroom when learners were taught natural sciences using isiNdebele register. As opposed to when they taught using the English register, where they were mostly passive. This emphasizes the requirement for the creation of scientific registers in native languages. Consequently, it is advised that indigenous languages’ scientific language registers be incorporated into education and learning as they positively influence interactions and discourses, which yield to meaningful learning and better performance.