: This study aims to describe literacy development planning in schools, implementation of school literacy development, monitoring of literacy development in schools, and follow-up of literacy development in schools. The approach used in this research was a phenomenological type qualitative approach with a multi-site study design and constant comparative method. Data was collected using in-depth interviews, participant observation, and documentation techniques. The informants involved were selected using purposive techniques combined with snowball sampling techniques. The data collected through these various techniques was examined, then data reduction, data presentation, and data verification were carried out. Checking the validity of the data in this present study was done using credibility, transferability, dependability, and confirmability. After checking, the collected data was analyzed by cross case analysis. The results obtained from this study indicate that the school has a good literacy culture and cooperates with each other among school members to achieve the desired goals of the school literacy movement. The results of this activity also have a major effect on the achievements produced by teachers and students at school. Based on the findings, it is suggested that planning for the development of literacy in schools should be carried out in meetings among school principals, teachers and staff. The implementation of literacy development is expected to be carried out according to the needs of children. Monitoring literacy development is also expected to be an evaluation for implementing literacy in schools. Meanwhile, follow-up literacy development in schools is expected to be a reference for schools to improve the achievements of both teachers and students.