| The presence of the COVID-19 outbreak has transformed the world. For the sake of everyone's safety, the Indonesian government has to initiate an emergency remote teaching rule. It also has a consequence on English language learning, particularly reading. Reading skills are taught remotely by Indonesian EFL teachers using online media. As a result, the objective of this study is to investigate the teaching implementation of English reading skills at the junior high school level taught during Emergency Remote Teaching, as well as to investigate the challenges and strategies used by teachers in teaching reading skills during Emergency Remote Teaching. Three English teachers who taught reading skills during the Emergency Remote Teaching participated in this study. The data collection techniques used in a case study design were course design, virtual observation, and interview. The data was analyzed by the researcher using relevant post method teaching theories (Kumaravadivelu, 2001; 2006) and teaching reading skills in remote settings (Ward, 2016; Montiel-Chammoro, 2018; Karatas and Tuncer, 2020). The findings revealed that teachers used post method teaching in conjunction with specific methods suggested by ELT professionals in their teaching practices. Furthermore, despite using a variety of approaches, methods, and techniques, teachers face difficulties in three areas: interaction, collaborative learning, and classroom management. To deal with these challenges, strategies such as frequent clarification, assigning more group discussions, making flexible rules, building a classroom atmosphere, and others are used. |