The aim of this study was to determine the challenges, interventions, and needs of the reading specialists with their struggling readers. A transcendental phenomenological study was used to explore 11 reading specialists’ collective experiences with their struggling readers during the School Year 2022-2023 at Baganga National High School. The reading specialists identified main challenges such as lack of reading resources, absence of training, deficiency of students in grapheme-phoneme correspondence, polysyllabic, and reading comprehension. They shared interventions in teaching reading, like providing media-aided pronunciation, adopting code-switching or translation, utilizing picture comprehension, using paired reading strategy, and teaching grapheme-phoneme correspondence. They also identified their needs in teaching reading such as the provision of reading resources and literacy training. Addressing the challenges and needs of reading specialists is vital for the reading development of struggling readers and applying interventions to reading helped improve the reading readiness of struggling readers.