Grade 1 learners often struggle with developing foundational reading skills crucial for their academic success and overall literacy development. However, limited research has been conducted on the specific challenges faced by teachers in addressing these reading difficulties within the context of public elementary schools in Legislative District 3, Isabela, highlighting a need to explore this issue comprehensively. This study examines the reading difficulties of Grade 1 learners and the challenges faced by teachers in teaching reading in public elementary schools within Legislative District 3, Isabela, during the 2023-2024 school year. Employing a descriptive survey research design, the study integrates both quantitative and qualitative approaches to analyze the current conditions and relationships between variables. Data were collected using structured questionnaires, unstructured interviews, and documentary analysis. Findings revealed that Grade 1 learners frequently exhibit reading difficulties caused by various factors, while teachers effectively employ diverse strategies and measures to address these issues. However, teachers also face serious challenges in reading instruction, emphasizing the need for sustained support and capacity-building initiatives. The study concludes that no significant differences exist between the perceptions of school heads and teachers regarding the identified reading difficulties and challenges. Recommendations include continued use of effective methods, addressing instructional challenges, and expanding research scope to include broader contexts.