Reading is a problem for teachers in the Philippines. It becomes even more acute for teachers in rural areas. In Surigao del Sur (Northeastern Mindanao—Philippines), the problem is especially worrisome. I designed a study that determines the predictors of the reading skills of teachers in a rural school district. To analyze the data, I used the frequency weighted mean, Pearson Moment-Product Correlation Coefficient, and regression analysis. I also used a standardized reading test as the reading instrument. On top of that, I asked the teachers to build a personal profile with socio-demographic and pedagogical variables. I gathered the data through a questionnaire. The results confirm in Surigao del Sur what is known to be the state of reading habits of teachers in the Philippines. The quality of reading skills is low or poor. The teachers are not able to teach competently in language and reading. They have higher order skills in scanning and points of view. They have average levels of vocabulary. They use study aids infrequently. They have low levels of reading comprehension. Age is the most important predictor of reading skill. It tends to decline as teachers grow older. They read less the longer they stay in the service. It is specifically noticeable among teachers who do not exert the effort to deepen their professional studies. Teachers 40 and above need a special reading intervention. To prevent a decline in reading skill, all rural teachers ought to do graduate-level work.