This study examined the implementation of Reading Recovery (RR) by the Department of Education, Samar Division, and its impact on learners’ reading proficiency. Findings revealed significant improvements in reading skills, with independent readers increasing from 25.3% to 50.4% and frustration-level readers decreasing from 19.7% to 11.2%. However, the percentage of non-readers remained unchanged at 0.8%, highlighting the need for targeted support. The program was rated as “Somewhat High” in addressing learner needs but faced challenges in instructional resources, institutional backing, and teacher preparedness. While recognized as evidence-based, nearly half of respondents rated its effectiveness as “Medium,” emphasizing gaps in best practices and data-driven decision-making. Teachers reported successes in enhancing learners’ word recognition, comprehension, and fluency through structured reading activities. However, challenges such as large class sizes, limited resources, and varying parental involvement affected implementation. Continuous professional development and differentiated instruction were identified as key to sustaining progress. The study recommends strengthening home-school collaboration, increasing resource allocation, and enhancing teacher training to maximize program impact. Overall, the RR demonstrates effectiveness in improving literacy skills but requires further refinements for long-term sustainability and success.