Teachers stumbled a lot of challenges during the pandemic and one of the most challenging parts was the poor reading skills of the students. Consequently, the teachers come up with a reading program that can ease this problem. However, along the process teachers experienced a lot of unexpected things and trouble. Hence, this qualitative phenomenological research study explored the lens of the teachers of Sagayen Elementary School. The purpose of this study is to explore on teachers experiences, challenges, coping mechanisms, and insights on the Salbabida Reading Intervention Program. There were nine purposively selected teachers who participated in the conduct of the study. Conducting the reading program during the pandemic presented difficulties and challenges for teachers, according to the findings. The study found that teachers were fulfilled with the result of the program despite all the challenges they had encountered. Findings showed that there was indeed a reduction in the number of pupils considered as non-readers. The study concluded with recommendations for the Salbabida Reading Intervention program to be continued in the school.