This study explored the impact of  physical environment on teaching and Learning of English reading to grade one learners in rural schools.. A qualitative research method was employed to gather in-depth insights from teachers and parents, in Tsholotsho Rural District. The study reveals that the school physical environment, home physical environment, and lack of skilled human resources (in this case teachers)  significantly impact the learners’ ability to learn English reading. Inadequate infrastructure, shortage of classrooms, and lack of resources such as text-books, computers and electricity characterize the school environment. The home environment lacks access to gadgets, like televisions, radios, cellphones and other resources that can support learning. Furthermore, some teachers lack teaching skills, classroom management, and adaptive teaching methods, which were found to be hindering effective learning of English reading. This study highlights the need for urgent attention to address these challenges and create a more level playing field for rural learners. The findings of this study have implications for policy makers, educators, and stakeholders to prioritize the provision of adequate infrastructure, resources, and skilled teachers to teach grade one learners in rural schools.