The study critically explored the case of Pangasinan learners' physics learning process using culture and language-influenced curriculum materials in physics (CLI-CMP). Case research using cultural historical activity theory (CHAT) designed the study to provide unique ideas on how socio-cultural theory, a recent field of study of Physics Education Research, works best and contributes through a bottom-up approach to the body of knowledge in this research area. Sampled 48 grade 10 participants and their physics teacher, a Pangasinan native, used the designed CLI-CMP for 10 weeks to determine how effective the tool is in addressing student misconceptions in physics. Data gathered from the design and development of the CLI-CMP, classroom observations, interviews, and focus-group-discussions extracted information on how the customized curriculum materials provided means of meaning making and conceptual change, which may eventually lead to achieving scientific literacy. The results show that better conceptual understanding observed in the physics class may be significantly due to the socio-culturally influenced curriculum materials. Further analysis using CHAT framework (methodical level) determined the coherence and progressive characteristics of the activities in a particular physics unit which matched Engeström's expansive learning cycle and served as a suited tool to mediate the subject to the object and to the goal attainment. Exploration of the learning process using the epistemological level of analysis of CHAT framework provided how the mediating tool may have addressed the noted student misconception emphasizing learning science as participatory to the community and socio-culturally influenced.