This qualitative hermeneutic phenomenology research explores the translanguaging pedagogy utilized by private junior high school teachers in improving students’ reading comprehension, the challenges encountered by the private junior high school teachers when employing it in their classrooms, and how translanguaging pedagogy improves students’ reading comprehension as described by their teachers. Seven (7) private high school teachers were referred through snowball sampling in Quezon City. The data collection methods used were interviews, observations, and document analysis. The Researcher used the steps of thematic analysis in this study developed by Max van Manen to analyze the data gathered from the private high school teachers. Five (5) themes emerged in this study. The results show that private junior high school teachers employed translanguaging in improving the reading comprehension of the students. They encountered challenges in employing translanguaging pedagogy in their classrooms. Meanwhile, they employed translanguaging as an alternative amid the challenges in their classrooms. Translanguaging pedagogy improved the reading comprehension of the students, and the private junior high school students responded positively when their teachers translanguage the reading texts. Thus, this suggests that private junior high school teachers may continue to use translanguaging pedagogy in improving their students’ reading comprehension. They may allow their students to use translanguaging to share their ideas in the reading activities.