Elementary school students' reading ability and interest remain a major challenge in education, so the government is promoting the School Literacy Movement (GLS) as a structured way to encourage reading habits from an early age. This study aims to identify and analyze factors that support and hinder the implementation of GLS at Panongan 1 Elementary School, Tangerang. The study used a qualitative approach with a case study method. Data were collected through structured interviews with the principal, lower and upper grade teachers, and the literacy coordinator, observations of GLS implementation, and studies of school-related documents. Data analysis used the Miles and Huberman interactive model. The results showed that factors that support GLS are the provision of 15 minutes of reading time before learning and the initiative of teachers and parents in providing reading areas in the classroom. Inhibiting factors include low student reading interest, especially male students, limited book collections and poor book condition, the absence of a library and literacy team, administrative management supervision, and lack of family support for literacy. In conclusion, the success of GLS requires strengthening school management, continuous provision of literacy facilities, and active collaboration between schools and parents.