The study dealt with the exploration of the roles of school heads in the implementation of reading programs of the Department of Education. A qualitative research design was used to analyze the data gathered from the interview of school heads and school reading coordinators. Purposive sampling was used to identify the respondents. This study sought to answer the perception of school heads in their roles in the implementation of DepEd reading programs as well as their teachers perceptions in their roles. The findings from the research provide principals and division leaders with a collection of best practices on strategies for the implementation of a successful reading program. It revealed that in the implementation, principals gave regular technical assistance, mentoring, and coaching to provide resources. They lead in the planning and implementation of reading activities empowering and motivating teachers, partners, and learners. Implications for school leaders and principals are shared as well as suggestions for future research.