Reading proficiency is a critical foundation for academic success, yet many pupils in District IV, Division of Quezon historically perform at the frustration level. This mixed-methods study evaluated the management and effectiveness of the Reading Recovery Program (RRP). The study employed a convergent parallel design involving 60 teachers, 40 school heads, and Phil-IRI results from 28,486 learners. Quantitative results revealed substantial gains in both languages. Learners’ reading proficiency in both Filipino and English significantly improved as learners moved from the frustration level to the instructional and independent levels. Regarding group comparisons, inferential statistics revealed no significant differences in the perceptions of management support, effectiveness, or strategies when respondents were grouped by sex, age, years of service, education, or training, indicating a unified consensus on the program’s implementation across the district. However, strong, significant correlation were found between management support and program effectiveness. Implementers have noted that while RRP strategies are sound, challenges such as limited time and low parental engagement persist. The study concludes that RRP effectiveness relies on management support rather than teacher demographics. Recommendations include standardizing monitoring policies and adopting “Project READ-UP,” a proposed framework for job-embedded professional learning.