This study aimed to assess the instructional competence of English teachers in providing classroom-based reading interventions for struggling readers in the Schools Division of Legazpi City for the academic year 2025-2026. The study employed a quantitative, descriptive-correlational research design, utilizing a survey questionnaire to gather data from 70 English teachers. The research focused on evaluating teachers' proficiency in pedagogies and strategies, educational materials and resources, remediation practices, instructional activities, and reading assessments. Additionally, it explored the challenges faced by teachers, including students' reading engagement, access to learning materials, instructional time management, and parental involvement. Results revealed that teachers exhibited a high level of competence in pedagogical strategies and use of educational materials. However, challenges related to learner engagement, limited resources, and time management were frequently encountered. A significant relationship was found between teachers' educational attainment and their competency in utilizing instructional materials. Based on the findings, the study proposes the implementation of a professional development intervention program to enhance teachers' instructional strategies, improve access to learning materials, and increase parental support for struggling readers.