This research surveyed the barriers and possible solutions in integrating digital literacy in elementary education as reported by teachers. Using the descriptive survey method, data were retrieved from a sample of 113 elementary teachers in Dolores, Eastern Samar, who are predominantly females with a mean age of 32.76 years and a mean teaching experience of 6 years, mainly teaching grades 1-3 in upstream communities. The results show that teachers are burdened by students' basic digital skills deficiencies and time constraints, which inhibit effective integration. Other barriers identified include lack of access to technological resources and lack of administrative support. On the other hand, teachers pointed out some doable solutions, including mentorship programs, improvement in professional development, and integration of digital literacy into existing curricula. These findings will serve to enlighten educational policy and practice, hence promoting a more successful integration of digital literacy in elementary schools.