Technology alone does not guarantee literacy gains; rather, the effectiveness of technology depends largely on how it is integrated into instruction. This study aimed to determine the relationship between the extent of teachers’ utilization of computer-aided instruction (CAI) and the reading proficiency of learners. Employing the descriptive method, the study involved 47 Grade 6 teachers in a district of large-sized division using the ORV results for SY 2019–2020 as secondary data for reading proficiency. Findings revealed that most teachers were older, married, and had longer service experience. Results also showed a great extent of CAI utilization (both hardware and software) regardless of age, civil status, or years in service. Despite this, statistical analysis found no significant relationship between the extent of CAI use and learners’ reading proficiency level. This findings may suggest that improvements in reading outcomes had already been established prior to the implementation of CAI, or that other factors such as instructional strategies, learner engagement, and home literacy environment-play a more substantial role in reading development. Hence, continued efforts to explore how CAI supports reading proficiency in diverse classroom contexts remain valuable.