This study aimed to explore teachers’ experiences in teaching reading using Mother Tongue-Based Multilingual Education (MTB-MLE) through modular learning during the pandemic. It specifically identifies the teachers’ challenges, coping, and relevant learning. It employed a qualitative method using phenomenology. It involved 12 elementary reading teachers from the Division of Don Marcelino, Davao Occidental. Interview guide question was used in focus groups to obtain the data. It revealed that reading teachers encountered significant obstacles when it came to delivering effective reading instruction, and these challenges became even more pronounced when they had to incorporate reading into printed modules without much supervision. Teachers continued beyond merely distributing these modules; they took the initiative to conduct home visits and encouraged parents to prioritize reading instruction. Additionally, they exhibited impressive creativity by modifying module content and providing extra materials to support independent learning at home. These challenges pushed them to explore new strategies and adapt to this new teaching mode through modules. In response to the challenges, teachers demonstrated resilience and developed coping mechanisms. They understood the importance of patience in their teaching roles and the value of collaboration among educators. Sharing their experiences and challenges with their colleagues became essential in helping teachers overcome these difficulties.