Abstract
This multiple case study aimed to accumulate and understand the experiences of elementary teachers in handling students with reading challenges. Using purposive sampling and inclusion criteria, the participating four (4) elementary teachers were identified. Through in-depth interviews, observations, and field notes, comprehensive data were gathered. Thematic analysis and cross-case analysis were utilized, revealing that addressing reading challenges are highly beneficial, contributing to their personal and professional growth. Despite challenges, elementary teachers strived and find motivation through the support from their colleugues, fostering a positive outlook, and employing strategies for academic success and personal development. Realizations about the the reading challenges among students, their role for academic success, and their motivation to help students were key drivers for participation.
