This study explored the lived experiences of teachers in dealing with slow readers, which can serve as basis for reading proficiency program. The research participants were six selected elementary English and Filipino teachers in the District of Batan in Kalibo, Aklan, specifically teachers handling slow reader students. This study utilized the phenomenological approach to determine the teachers' lived experiences in dealing with slow readers. The study results showed that the reading comprehension problems are the main focus of most teachers' lived experiences with their slow reader students. In addition, the majority of participants' experiences with the difficulties associated with teaching slow readers center on providing and executing tailored instruction to their pupils who are slow readers. More help and targeted strategies are often needed to support the acquisition and understanding of slow readers. Furthermore, as it takes more time and effort to ensure that every one of their slow reader students fully understands the instructions offered, the majority of participating instructors acknowledged difficulties when it comes to providing differentiated teaching to their slow reader pupils. Effective intervention was proposed based on a general interpretation of teachers' lived experiences in teaching slow reader students. The suggested intervention could help the plans of the Department of Education and numerous studies and researchers to elevate the strategy on teaching slow reader students.