Integrating Indian Knowledge Systems into Mathematics education is crucial for cultivating an appreciation for India’s rich intellectual heritage. Mathematics often induces anxiety and negative emotions in students, overshadowing its potential to foster positive attitudes. This study advocates for an approach in Mathematics which focuses on the affective domain of learning by applying Krathwohl’s framework, that stresses on engaging students’ emotions, attitudes, and values to promote a deeper connection with the subject. Ayurveda, a significant element of Indian Knowledge System, offers a unique opportunity to interweave health solutions with mathematical principles such as ratios, proportions, and geometric patterns, thereby demonstrating the practical applications of Mathematics in real-life contexts. This research examines how first-year B.Ed. pre-service teachers can be trained to incorporate Ayurvedic principles into Mathematics instruction, fostering a culturally relevant understanding. By engaging pre-service teachers in Design Thinking activities that involve Math embedded Ayurvedic concepts for addressing health-related issues, this study provides firsthandexperience of Indian Knowledge Systems’ applicability and relevance. A one-shot case study method is used, drawing qualitative insights from 16 pre-service teachers’ perceptions on integrating Ayurveda into Mathematics to solve real-world problems. The findings aim to show that, by framing Ayurveda as a Mathematical model for real-life problem-solving, teachers can inspire an appreciation for India’s Mathematical contributions and cultural heritage. Through this approach, the study emphasizes the importance of integrating affective learning with cognitive understanding, offering a pathway for Mathematics education that resonates emotionally and culturally, while cultivating positive attitudes tow