<p>An enculturating curriculum embeds the cultural values, practices, and knowledge systems of a specific community into the educational process. It aligns learning with students’ sociocultural contexts, enhancing relevance, respect, and educational impact. The study investigated how senior high school mathematics teachers perceived core mathematics as an enculturating curriculum. The study also investigated the impact of teacher demographic factors on Senior High School (SHS) mathematics teachers’ perception of core mathematics as an enculturating curriculum. The study employed a descriptive survey design. The study consists of 256 SHS mathematics teachers. We selected these respondents from four public senior high schools in the Offinso municipality using the census sampling procedure. We analysed the data using both descriptive and inferential statistics. This study reveals that teachers’ perceptions for enculturating the mathematics curriculum is generally low and shaped by differences in age, gender, pedagogical orientation, and teaching experience. The study recommended, among other things, the need for more robust professional development to support teachers in integrating culturally relevant approaches into their teachings.</p>