The study explored the lived experiences, challenges and coping mechanisms of teachers in teaching pupils on least mastered competencies in reading. The participants were seven (7) teachers teaching in Grades 1-3. Qualitative research using phenomenological approach was utilised in this study. The participants were chosen purposively. The data gathering instrument was the semi-structured interview guide developed for the study. The study used the Colaizzi's method in analysing data. Findings of this study revealed that teachers teaching in least mastered competencies in reading had positive and negative experiences. The positive experiences include motivating and rewarding experience, and happiness and satisfaction in teaching when they saw progress in the reading ability of their pupils. The negative experiences include difficulty and feelings of frustration in teaching. The teachers met challenges when they taught these least mastered competencies in reading. Poor retention skills, lack of home school collaboration, and attitude of pupils were among the problems met by the participants in the study. To cope with the challenges, teachers utilise technology, conduct remedial lessons, and use instructional materials, varied approaches and strategies to motivate learners.