The primary purpose of the study "Accelerating Learning: Narrative Documentation of Public Elementary School Teachers on Catch-Up Fridays" is to explore and document the experiences and strategies employed by teachers during designated remedial learning sessions. The qualitative narrative approach prioritizes the collection and analysis of stories and lived experiences. In the context of Catch-Up Fridays, this approach allows researchers to delve deeply into the narratives of teachers, exploring their experiences, challenges, successes, and reflections associated with this educational initiative. A total of twelve (12) participants were included in the study, divided into two groups: six (6) will participate in in-depth interviews (IDI), while the remaining six (6) will join the focus group discussion (FGD). The findings of this study have significant implications for both educational practice and policy. By exploring the impact of Catch-Up Fridays and the various strategies employed to enhance student learning and teacher professional development, this research highlights key areas for improvement in the classroom and broader educational settings. The future directions for DepEd, school principals, and teachers reflect a shared commitment to improving student outcomes through targeted support, professional development, and student-centered learning environments.