This study describes the most significant outcomes from the analysis of the EFL volunteer teaching program at an Indigenous Primary School located in Quito, Ecuador. The EFL volunteer program was driven by the Pontifical Catholic University of Ecuador and Ruhr-University Bochum. Both have worked closely and supplied Ecuadorian and German English instructors to an Indigenous Primary School where English teaching is not permanent due to the volunteers' shortage. During this process, the volunteer instructors taught English online to students whose mother tongue is Kichwa and whose second language is Spanish. This study analyzes the experience in EFL of stakeholders in this Indigenous Primary School through the Systematization of Experience Research Method. This methodology not only facilitates the reminiscence of experiences but also critically interprets them to achieve meaningful learning. Interviews and surveys to the volunteer program stakeholders are used to collect data and triangulate information. By reviewing volunteering, EFL teaching-learning process in Indigenous communities, and the stages that the systematization contained, the study allowed us to realize that more attention should be paid to the analysis and evaluation of the implementation of volunteer programs. The study concludes by exploring the implications of volunteering and sets out recommendations for enhancing future volunteer teaching programs.