This study looked into the implementation of Hakbang sa Pagbasa program in Public Elementary Schools which served as the basis for enhancing reading intervention at Caloocan North I District. The study sought to answer the following questions that. How do the teachers implement Hakbang sa Pagbasa (HAPAG) program; What were the extent of implementation of Hakbang sa Pagbasa (HAPAG) program in terms terms of implementation strategies, effectiveness and acceptability, was there a significant difference between the perceptions of the two groups of respondents on the status of Hakbang sa Pagbasa Pagbasa (HAPAG) implementation; was there a significant relationship in the implementation of the following as perceived by teachers and master teacher respondents in Hakbang sa Pagbasa (HAPAG) in the identified schools as grouped in the variables in number 2; and how may the findings of the study be utilized for a proposed reading enhancement intervention program. This study adopted a descriptive method to answer problem statement number one; the implementation of teachers of Hakbang sa Pagbasa (HAPAG) program including statement number two the status of Hakbang sa Pagbasa (HAPAG) program as perceived by teachers and master teachers as respondents in terms of Status of Implementation, Effectiveness of Hakbang sa Pagbasa (HAPAG) program and Acceptability of Hakbang sa Pagbasa program. It also utilized an inferential method to determine the a significant difference between the perception of the two groups of respondents on the status of Hakbang sa Pagbasa (HAPAG) implementation as stated in statement of the problem three and significant relationship in the implementation of Hakbang sa Pagbasa (HAPAG) program. From the findings of the study showed that the assessment of implementation of Hakbang sa Pagbasa (HAPAG) program was widely implemented in the public elementary schools in Caloocan North I District. It was also revealed that it was actually highly implemented, that it was very effective, and was really acceptable among teachers and the learners because the performance of the struggling readersmon-readers increased after using the HAPAG reading materials. It was also found out that the status of Hakbang sa Pagbasa based on their indicators are that effectiveness got the highest rating, followed by acceptability and finally, implementation strategies. These were all highly implemented based on the assessment of Master Teachers and teachers. Also, the study revealed that the assessment of the two groups of respondents on all the indicators on the implementation of HAPAG was there is no significant difference as manifested by the acceptance of the null hypothesis since all computed t-values do not exceed the given critical t values. The significant relationship between the perception of two groups of respondents revealed that the null hypothesis is generally rejected since its corresponding computed values exceeded the critical values. This concludes that there is actually a significant relationship between the teacher's Implementation and the status of HAPAG Program. The researcher thus, recommends this reading program and encourages teachers to utilize the reading materials in teaching since it enhanced pupils' reading level and comprehension. Moreover, there is a proposed reading enhancement to the Non Reader to Reader (NR2R) program and these was based on the findings specifically for master teachers, reading teachers, class advisers, and parents who would work in remediating the non-readers to be reader - learners.