This study aimed to examine the impact of the Gamification teaching approach on the reading skills of struggling Grade 2 students. A pretest-posttest experimental design was employed, with a single group of participants undergoing a structured intervention utilizing Gamification as the teaching approach. The intervention was administered between the assessments, and statistical analyses, including class proficiency assessments and paired t-tests, were performed to evaluate the significance of the pretest-posttest results. Thirty students who faced challenges in reading participated in the study, undergoing both a pretest and a posttest, in addition to receiving the gamification-based intervention. The results revealed a significant difference in students’ reading achievement levels from the pretest to the posttest. These findings suggest that the Gamification teaching approach was an effective method for enhancing reading skills among struggling readers. Based on these results, the study recommends incorporating gamification as a promising intervention for improving reading proficiency.