Teaching biology to non-science majors presents unique challenges, primarily characterized by low student engagement and a perceived lack of relevance. This study investigated the efficacy of Contextualized Laboratory Innovations (CLI) on the conceptual understanding and attitude toward biology among non-science majors at Basilan State College (BaSC), Philippines. Employing a quasi-experimental pretest-posttest control group design, the study involved 100 undergraduate students enrolled in a General Biology course (50 in the experimental group exposed to CLI, and 50 in the control group utilizing conventional laboratory manuals). The CLI integrated local Basilan biodiversity, indigenous knowledge, and readily available low-cost materials into laboratory activities. Data were collected using a validated 40-item Biology Concept Test (BCT) and a 30-item Attitude Toward Biology Questionnaire (ATBQ). Quantitative analysis using paired and independent samples t-tests revealed that while both groups started with comparable baseline knowledge, the experimental group demonstrated a significantly higher mean gain in both conceptual understanding (p < 0.001, Cohen’s d = 1.42) and positive attitude toward the subject (p < 0.001).