This comprehensive research study determined the extent of transformational, instructional, and distributed leadership approaches influencing the implementation of reading programs for struggling readers in Vinzons District based on empirical data for the school year 2024–2025. Employing a descriptive-correlational quantitative design grounded in Transformational Leadership, Social Cognitive, and Self-Determination theories, data were gathered from 119 respondents, comprising 100 language teachers and 19 school heads, using a validated questionnaire through total enumeration sampling. Results revealed that school leaders demonstrated a very great extent of leadership practices across transformational (4.32), instructional (4.27), and distributed (4.26) models. Reading programs were highly implemented, with monitoring and assessment registering the highest mean (4.66). Significant positive correlations existed between leadership approaches and program implementation, showing the strongest links under distributed leadership for capacity building (0.586) and stakeholder involvement (0.561). However, critical challenges persisted, particularly teachers balancing reading instruction with other curriculum demands (3.32), limited home support for reading practice (3.83), and inadequate family engagement initiatives (3.67). The study concluded that while strong leadership significantly enhances program execution through collaboration and shared accountability, persistent systemic and home-based barriers necessitate targeted interventions. Consequently, the researcher developed and strongly recommended the adoption of Project READ-UP. This school-based intervention integrates a Protected Reading Block, READ-HOME Kits, and a School Literacy Team to strengthen instructional time, home-school partnerships, and shared accountability within the district. Future researchers may validate this scalable literacy intervention using longitudinal and qualitative methods to ensure sustainable educational improvements for struggling learners across the entire Schools Division of Camarines Norte.