This study explores the implementation of Project-Based Learning (PjBL) integrated with local wisdom in teaching English at the eleventh grade of SMAS Bequranic. The integration of local cultural values into English learning is considered important to create meaningful learning experiences while preserving students’ cultural identity. This study employed a qualitative research design to investigate how PjBL integrated with local wisdom was applied in classroom practices and to identify students’ responses toward its implementation. Data were collected through classroom observations, interviews, and documentation. The collected data were analyzed using data reduction, data display, and conclusion drawing techniques. The findings indicate that PjBL was implemented through collaborative projects closely related to Malay Riau culture, enabling students to connect language learning with their local context. Teachers applied several instructional strategies, including group discussions, inquiry-based activities, cultural exploration, and project presentations. Several challenges emerged during implementation, such as limited instructional time, differences in students’ English proficiency levels, and difficulties in translating local cultural concepts into English. Despite these challenges, students demonstrated positive responses, as the approach improved engagement, English proficiency, creativity, teamwork, communication skills, and cultural understanding. Therefore, integrating local wisdom into Project-Based Learning can be considered an effective approach to support both language development and cultural preservation in English education contexts.