Teaching strategies among other factors are fundamental in the teaching of literacy in the early grades of primary education. As such it is very important that teachers employ strategies that help the learners develop literacy skills as early as possible. This study aimed at investigating teaching strategies teachers employed in the teaching of literacy to promote literacy development in standards one and two learners. A case study was the research design that was used in this study. Data were collected using qualitative methods. The findings of the study revealed that teaching strategies used play a role in developing learners’ literacy skills to a lesser extent. According to the findings, teachers employed learner-centred approaches and different interactive strategies. Despite the fact that interactive learner centred approaches and strategies were employed, they were less effective for several factors: Firstly, the approaches used were full of activities for the learners to learn in a 30- minute period hence the teachers were unable to finish the lessons. It was also revealed that with English as a second language, it was a challenge for the learners mastering long sentences hence lessons ended in suspense. As such there was a portrayal that development of literacy was achieved at a minimal rate. The study concludes that the strategies will not be effective unless the approaches used are designed in line with the sociolinguistic and cognitive development of the learners in mind, since failing to do will not bring about promotion of literacy development in young learners