This qualitative phenomenological study investigated the lived experiences of Filipino Special Education teachers participating in the Language Essentials for Teachers of Reading and Spelling (LETRS) Professional Development (PD) program. Utilizing Bandura’s Social Cognitive Theory, Mezirow’s Transformative Learning Theory, and Vygotsky’s Sociocultural Theory, the research aimed to assess how LETRS influenced teachers’ identities and instructional practices in meeting the literacy needs of emerging readers. Through semi-structured interviews with a purposively selected group of eight teachers from diverse educational backgrounds, six major themes emerged: (1) Initial Engagement and Motivation, (2) Overcoming Learning Barriers, (3) Instructional Perspective Shift, (4) Classroom Application and Student Impact, (5) Strengthening Student Literacy Outcomes, and (6) Professional Growth and Empowerment. The findings highlighted a transformation in teachers from feelings of inferiority and disillusionment to becoming informed, empowered, and reflective educators. In response to these insights, the LETRS-Nitz Hoerner Framework was developed, comprising a six-stage process grounded in reading science aimed at enhancing both preservice and in-service teacher training. This framework serves as a practical guide for school leaders, academic deans, and literacy program developers to support LETRS-informed instruction, promoting continuous teacher engagement, collaborative reflection, and a shift towards data-driven, multisensory, and student-centered strategies. Ultimately, this study contributes significantly to discussions on structured literacy within Special Education, emphasizing the critical role of teacher transformation in literacy reform and affirming LETRS as a catalyst for systemic improvements in reading instruction, particularly for historically underserved learners.