The purpose of this study was to investigate teachers’ practices for enhancing reading skills in learners in upper primary school. Four schools were purposively selected in Zomba rural. The study had forty eight participants comprised of ten standard seven learners, one IPTE qualified standard seven English teacher and one head teacher from each of the four selected schools. The study used qualitative approach. Data was generated using in-depth interview, focus group discussion and lesson observation. Data was tape recorded, transcribed and was analysed following the main themes derived from the data generated. The findings of the study revealed that the activities that teachers use within different strategies do not enhance reading skills in learners. There was minimal interaction amongst learners. The study concluded that there are a number of challenges that teachers face when using strategies and activities for enhancing reading skills. The implication is that, if reading skills are not enhanced in learners, it will be difficult for the learners to read information from different learning areas with understanding. Therefore, schools and zones need to conduct CPDs for the teachers to share knowledge on how they can enhance reading skills. PEAs and head teachers should also conduct frequent supervision to ensure effective teaching of reading in the schools. Teachers should be encouraged to use variety of teaching and learning resources in order to meet the needs of all the learners.