Rural education has lagged behind urban educational developments, particularly in the teaching of reading, as reflected in students' results. This study focuses on understanding the conceptions and practices of reading instruction at Educational Institution Pascual Correa Flórez in Amagá - Antioquia municipality. A qualitative, descriptive, and interpretative methodology with a case study design was used. The participants included eight teachers and 16 students, selected through convenience sampling. Data collection involved documentary analysis of lesson plans, the Institutional Educational Project (PEI), and interviews with teachers and students, with the instruments subjected to piloting and expert content judgment. Findings reveal that teaching practices are influenced by the teachers' personal conceptions, professional training, classroom experiences, and institutional vision. Teachers employ strategies from both synthetic and analytic method of reading instruction. Conclusions highlight that effective reading instruction depends on both teacher qualification and collaboration with students' families.