This study explored teachers' practices, challenges, and concerns in implementing reading and numeracy remediation programs—interventions designed to support students facing academic difficulties and bridge learning gaps across basic education for improved learning outcomes. The study aimed to identify key features of reading and numeracy remediation as the basis for an innovative strategy. Employing a narrative inquiry approach, the research involved one-on-one interviews with fifteen teachers participating in the remediation programs at Pook Integrated School, each lasting approximately 30 minutes. Verbatim transcription, data saturation, translation, and thematic analysis were used to identify recurring patterns and themes, supplemented by field notes and peer review. Eight themes emerged regarding teachers' practices: identifying and assessing learners, providing differentiated instruction, tracking learner progress, collaborating with stakeholders, utilizing technology, enforcing positive reinforcement, maintaining an inclusive environment, and fostering real-life learning connections. Regarding challenges, five themes were identified: scarcity of resources, foundational skill gaps and weak cognitive development, lack of parental involvement, low pupil engagement and motivation, and difficulty sustaining strong stakeholder linkages. The main concerns included the absence of improved innovative plans, issues of sustainability and effectiveness, and the need for upskilling and reskilling remediation teachers. Although limited in scope, the study offers empirical, evidence-based insights that can serve as a valuable foundation for teachers, parents, stakeholders, and policymakers in designing innovative remediation plans that address these challenges and concerns to ensure the success of future remediation initiatives.