This qualitative research study was designed to explore the lived experiences of the six purposively selected teachers utilizing the Fuller Method and aiding in the enhancement of the Full refresher readers' reading and comprehension skills in the District of Sibalom South, Schools Division of Antique. A phenomenological research design was used as it seeks the real-life experiences of individuals and utilizes the narratives of their experiences and feelings, then transcribed and analyzed using coding, and thematic analysis of findings by comparing the results to the theoretical framework and the relevant studies cited. The findings indicated that utilizing the Fuller Method is very helpful for struggling learners to be proficient readers for a very short time. Their comprehension and spelling skills also improved. However, this method should be paired with other approaches that focus on letter and sound identification. It is the role of teachers to understand the learners' needs and reading gaps greatly help them to utilize the Fuller Method effectively. It is a rewarding experience for them to see learners improve their reading performance. As such, teachers are encouraged to incorporate the Fuller Method in their reading instruction. Stakeholders and community linkages are urged to support the school intervention programs and training to focus on enhanced learners' reading performance and ensuring the availability of reliable materials used in Fuller lessons. Similar studies may also be conducted to provide a more comprehensive understanding of the ongoing impact of the Fuller Method on reading proficiency.