Reading plays a vital role in academic development, especially in Grade 7 where learners transition from learning to read to reading to learn. This study evaluates Grade 7 reading materials used in DepEd-Tandag City Division, focusing on their relevance, quality, and effectiveness. Using a mixed-methods design, data were collected from 316 students and 13 teachers across nine secondary schools via stratified random sampling, surveys, and focus group discussions. Results indicate the materials support literacy and critical skills but have limitations in engagement, vocabulary complexity, and cultural relevance. Both learners and teachers suggest enhancements for clearer content, improved visuals, and more relatable themes. This study recommends the development of inclusive, culturally relevant, and accessible reading materials aligned with DepEd standards to foster better reading comprehension.