Indigenous ways of food processing demonstrate chemicals knowledge and practical abilities. However, inclusion of these ways of processing food in chemistry curriculum may not help in retention of the traditional knowledge. This study examines integration of certain cultural values with achievement of specific learning goals (the African Indigenous Food Knowledge Transmission through Chemistry Education Model (AIFKT-CEM). The study focuses on 360 learners in 24 school clusters in south eastern Nigeria. The study assessed the learners' knowledge on food and chemicals and the differences between the groups integrated indigenous food knowledge in Chemistry (IFK-CE) and traditional teaching (control) over a period of time. Gains in the control group in food-chemistry literacy were 2.51 points in literacy, 1.55 in inquiry, 2.20 in documentation and 2.10 in communication. The IFK-CE group recorded knowledge-sharing events and recipient recall of the knowledge transferred for 71.7% of the learners and 45.6% of the learners respectively. The differences should not be misinterpreted as causal effects. This study provides evidence to support the need to analyse chemical knowledge and inquiry in an educational context as well as document and communicate the findings. Finally, this study promotes integrated approach for the teaching of Chemistry to protect cultural values and food safety.