The goal of this study was to determine the needs of the students who struggle in reading based on their lived experiences. Researcher-made interview guide for conducting interviews were used in data gathering which was held from December 2022 to January 2023. The researcher derived the following significant themes: socio-emotional impact of reading difficulties, importance of support systems at home and in school, effects of reading deficiencies on academic performance, and effects of reading deficiencies on social interactions. The experiences of the participants indicated that the socio-emotional impact of reading difficulties were sadness, fear, and humiliation. They were once humiliated and laughed at when they failed to read in class. Their experiences also highlighted the importance of support systems in school and at home. Results imply that students did not have reliable support system when they were younger. Only P1 and P2 shared experiences about teachers and parents helping them. However, the fact that they were still struggling proves that such support system was not enough. Participants cannot avoid the anxiety of being called during class discussions since they are aware of their reading shortcomings. Reading difficulties inhibit the participants from reading aloud and working on assignments, particularly those requiring English. Participants emphasized assignments and activities in “English” particularly. There were two kinds of struggling readers found in this study. First, those who acknowledge their need for assistance from others. Second, those who are afraid of seeking help considering they might get humiliated. The difference in the participants perception on their social circles came from their previous experiences. Results established that the participants were aware of their reading deficiencies and of the past experiences that prevented them from successfully overcoming such. The past experiences of the participants brought fear and trauma, and these have not been resolved. The fear was caused by the teacher and classmates who reacted negatively to their inability to read. The feeling of fear remains in the participants, and they still fear to commit errors in reading and being laughed at. They need an inclusive learning environment where they will be helped instead of being humiliated. They need an intervention that would bring an increase in their level of self-esteem that has been neglected for quite some time. The study recommends that school may design a reading intervention program that does not only addresses the reading skills of the students but also their socio-emotional health.