This study assessed the implementation, challenges, and impact of the National Reading Program (NRP) on literacy advancement in Buguey South District public elementary schools for SY 2024–2025. Using a descriptive-correlational design, data from 106 teachers were analyzed through descriptive statistics, t-tests, ANOVA, and Pearson’s r. The NRP was rated “Implemented” (M = 4.09), with resource availability rated highest. Literacy advancement was “Evident” (M = 4.05), especially in vocabulary. Challenges were “Encountered” (M = 4.06), notably in material distribution and learner readiness. Significant differences existed across several teacher profile variables. Strong positive correlations were found between implementation and literacy outcomes; negative correlations emerged between challenges and literacy status. Strengthened resources and teacher support are recommended for improved NRP sustainability.