This study examines Instructional Fidelity and the Specialist Gap experienced by non-English major tutors implementing the Academic Recovery and Accessible Learning (ARAL) Reading-Plus Program in Marikina City. Guided by Shulman’s Pedagogical Content Knowledge and García’s Translanguaging Theory, the study explores how tutors navigate the challenges of delivering a specialized literacy program outside their field of expertise. Using a qualitative multiple case study design, data are collected through semi-structured interviews, classroom observations, and document analysis involving (6) purposively selected tutors. Data are analyzed using Braun and Clarke’s thematic analysis and cross-case analysis. Findings reveal six major themes: Procedural Fidelity as a Pedagogical Safety Net; Negotiated Fidelity through Strategic Translanguaging; Learner-Centered Adaptation of Instruction; Self-Directed Pedagogical Compensation and Teacher Agency; Contextual Barriers and Dilution of Instructional Dosage; and The Specialist Gap as a Lived Experience of Professional Adjustment. The study concludes that while instructional fidelity is initially maintained through structured module adherence, the presence of the Specialist Gap compels tutors to adopt adaptive, learner-centered, and context-responsive practices, thereby redefining fidelity as a negotiated and dynamic process. The study recommends targeted professional development, strengthened collaborative support systems, and the institutionalization of translanguaging as an instructional strategy.