Introduction: Peru is a country that has very diverse cultural expressions that make it a multicultural, multiethnic, multicultural, and multilingual country; however, these autochthonous elements are not recognized in their full dimension. Objective: to determine the relationship between cultural identity and the Quechua language of teachers of primary intercultural education in the southern region of Peru. Methodology: Correlational descriptive basic research for which data collection instruments were applied to a population of 60 teachers who work in the bilingual intercultural educational care models of Andahuaylas (Apurímac), Ayacucho, and Cusco. Results: Of 100% of teachers of Intercultural Primary Education, southern region, Peru, regarding the dimension of self-recognition of their cultural identity, 50% are in the "Achievement" category or level and 36.7% in the category or group "Process". Regarding the dimension of commitment to their cultural identity, it is observed that 50% are in the "Process" category or level and 38.3% in the "Achievement" category or group. Regarding the dimension of the service model, 68.3% are in the "Achievement" category or level, and 26.7% are in the "Process" category or class. Conclusions: There is a highly significant correlation between cultural identity and the Quechua language of Intercultural Primary Education teachers in the southern region of Peru.