This study investigated the relationship between reading difficulty, self-esteem, and motivation among struggling Grade 6 readers at Can-avid Central Elementary School during the School Year 2025–2026. Specifically, it determined the level of reading difficulty, self-esteem, and academic motivation of the respondents and examined the significant relationships among these variables. The study was anchored on Self-Determination Theory by Deci and Ryan, which emphasizes the importance of competence, autonomy, and relatedness in learner motivation and development. The study employed a descriptive-correlational research design. Purposive sampling was used to select 40 Grade 6 pupils identified as struggling readers based on the results of the Philippine Informal Reading Inventory (Phil-IRI) and teacher recommendations. Data were gathered using the Phil-IRI, the adapted Rosenberg Self-Esteem Scale, and the Academic Motivation Scale for Elementary Learners. Statistical tools such as frequency count, percentage, mean, standard deviation, and Pearson Product-Moment Correlation Coefficient were utilized in analyzing the data. Findings revealed that most of the respondents were categorized under the frustration reading level, indicating high reading difficulty. The respondents also manifested low self-esteem and moderate academic motivation, with many showing signs of amotivation. Furthermore, results showed a significant negative relationship between reading difficulty and self-esteem, as well as between reading difficulty and motivation. A significant positive relationship was likewise found between self-esteem and motivation. The study concluded that reading difficulty significantly affects not only learners’ academic performance but also their emotional well-being and motivation to learn. The findings highlighted the need for holistic and learner-centered interventions that address both the cognitive and affective needs of struggling readers. It was recommended that schools strengthen reading remediation programs by integrating psychosocial support, motivational activities, and confidence-building strategies to improve learners’ literacy skills, self-esteem, and academic engagement.