Asian Journal of Community Services (AJCS) Vol. 3, No. 3 2024: 317-326 317 ( DOI prefik: https://doi.org/10.55927/ajcs.v3i3.8123 ISSN-E: 2962-1496 https://journal.formosapublisher.org/index.php/ajcs Project Ready: Encounters and Challenges of English Pre-Service Teachers Christian Loid Valenzuela 1 * Dante Sardina 2 Gordon College Corresponding Author: Christian Loid Valenzuela valenzuela.christianloid@gmail.com A R T I C L E I N F O A B S T R A C T Keywords: Remediation, Community Immersion, Encounter, Challenges, Reading Received : 20, January Revised : 22, February Accepted: 24, March ©2024 Valenzuela, Sardina: This is an open-access article distributed under the terms of the Creative Commons Atribusi 4.0 Internasional . The study aimed to explore the encounters and challenges of the 15 pre-service English teachers who participated in Project Ready a community- based reading program. Through document and thematic analyses of the narrative report and reflection paper of the participants, the researchers interpret and illicit meaning as their bases for exploring the effects of Project Ready. The study concluded that Project Ready is deemed to be a significant community-based reading program as it offers both the pre-service English teachers and students a first-hand opportunity in teaching reading comprehension. The researchers recommend that schools and its stakeholders must prioritize creating engaging reading classroom environment, promoting multisensory and collaborative reading approaches and developing customized reading intervention.