English language teachers play a vital role in helping their students becoming a good readers. Reading is a mother of all skills to discover all things this world. The study determined the teaching reading comprehension to English language learners (ELLs) at Talitay National High School. Employing qualitative case study approach. Three English teachers participants were selected through purposive sampling technique. The in-depth interview with semi-structured research questionnaire was used to delineate the research phenomena. The data were analyzed using thematic analysis patterned on Clarke and Braun, (2017) Thematic Analysis. The results revealed that teachers let their students read a text by giving them guide questions to answer, identify their strengths and weaknesses, craft systematized reading program that would encourage and cater the student’s reading needs and interests, and the content of the reading activity shall be contextualized to achieve maximum relevance; some of the problems encountered in teaching reading comprehension to ELL were unfamiliar words, understanding the words and the thoughts of the text, and long texts; these problems can be addressed by using context clues, bringing a dictionary, and constant reading comprehension practices; and the common strategy identified to improve teaching reading to ELL was constant reading and writing. The study has implications for education, teachers, and students. Paper suggested that, Department of Education may conduct various training programs.