The aim of the present study was to investigate the challenges faced by rural primary school teachers in the teaching of English reading to infant classes in Jojo West Cluster schools in Nkayi district of Zimbabwe. The population comprised of all the teachers teaching infant classes in the cluster. The sample comprised of 20 respondents purposively selected. The study adopted the descriptive survey design and the questionnaire was used for collecting data. The main findings of the study revealed that the majority of infant teachers were not qualified to teach these classes. The study also revealed that teachers taught English using vernacular words and this confused the children. Children were also not provided with a variety of reading materials and the home background did not assist pupils acquire the language. The study recommends inter alia, that all teacher training colleges in Zimbabwe should introduce the Early Childhood development programme in order to multiply the production of infant teachers. The study also recommends that infants classes should be exposed to a lot of material in the English language to help them build their vocabulary.