Reading is a fundamental skill that unlocks a world of knowledge and opportunity. However, a significant challenge in many educational systems is the presence of students who struggle with reading, sometimes to the point of being classified as non-readers. This study investigated the teaching competence of teachers and the academic performance of Grade 3 non-reader students in the District of Catbalogan X, Schools Division of Catbalogan City during the School Year 2022-2023. A mixed-methods approach was used to gather data from teachers and students, including questionnaires, interviews, and document analysis. The findings revealed that while teachers demonstrated high levels of perceived teaching competence, they faced significant challenges in teaching non-readers, such as lack of resources, inadequate support, and difficulty in differentiating instruction. Additionally, the study identified several student factors that influenced academic performance, including age, nutritional status, family background, and attitude toward schooling. Recommendations based on these findings include providing targeted professional development for teachers, ensuring adequate resources, implementing early intervention programs, and addressing socioeconomic disparities. By implementing these recommendations, schools and districts can improve the teaching and learning experiences for non-reader students, helping them to achieve their full potential.