The Matigsalug, an indigenous community primarily residing in the uphill regions of Davao, Mindanao, face distinct socio-economic realities and cultural dynamics that profoundly influence their childrens early reading development. This study employed qualitative method especially phenomenological approach to explore the lived experiences of Matigsalug parents in fostering their childrens early reading. The participants included six parents of children enrolled in early childhood education. In-depth interviews revealed that direct literacy instruction, such as basic reading and writing activities, was generally less common in the early years of childrens education within the Matigsalug community. Furthermore, cultural storytelling and the teaching of Matigsalug words, which are cornerstone to their cultural identity, were not widely practiced. Despite this, parents expressed a strong desire for their childrens academic success, a goal often driven by their own unfulfilled educational aspirations. This situation is largely attributable to socio-economic limitations, lower parental educational backgrounds, and scarcity of educational resources. These findings underscore the complex interplay of cultural, economic, and logistical factors in fostering parental involvement in indigenous contexts, emphasizing the need for culturally relevant and community-led solutions to enhance early literacy.