This qualitative multiple case study explored the experiences and challenges of junior high school non-readers involved in the reading intervention programs. The experiences and the navigating strategies of non-readers of the five cases were examined using in-depth Interviews. Triangulation of the gathered data was done in each case by interviewing the parents, guardians, and teachers of the non-readers. The cross-analysis of the five study cases revealed eight common themes, with four highlighting positive experiences and four highlighting negative experiences. The four emergent themes for navigating the challenges included Engaging in Relaxation Activities, Seeking Help from Teachers and Parents, Involving Parents or Guardians in Doing the Tasks, and Following a Structured Reading Schedule. The five cases were generally similar except for the supportive familial environment and gaining progress in reading for Cases 3 and 5. Anent to navigating the challenges of their experiences, all cases show significant advancements in their reading skills over time except for Case 5 who exhibited minimal improvement due to lack of parental support and a learning disability, necessitating tailored interventions and support strategies to address her unique needs.