One of the impacts of remote learning implementation is affecting the teaching process of slow learners. The slow learners sometimes feel difficult to understand the materials in face-to-face learning, and they face more difficulties in the implementation of online learning. The aims of this study were to determine the implementation of remote learning for slow learners of the fifth-grade students at SD Al Irsyad Al Islamiyyah 01 Purwokerto, its constraints, and teachers' strategies in overcoming the constraints. This was qualitative research with fifth-grade teachers, fifth-grade vice principals, slow learners, and parents as research subjects. Data collection techniques used observation, interviews, and documentation using data and technique triangulation as the data validation. The results showed that the implementation of online learning for slow learners 1) used the WhatsApp platform, google classroom, google meet, google form, zoom, Mobile Al Irsyad School (MAS), and youtube, 2) provided facilities for slow learners, namely home visits, more attention, and limited attendance to school, 3) used an individual approach, 4) implemented the lecture method, question and answer, assignments, and reduplication, 5) used learning videos and power points, 6) and improved coordination with BK and former-classroom teachers. The online learning constraints faced by teachers were 1) problems in providing services to slow learners, 2) facilities, 3) connections, 4) delays from slow learners in collecting assignments, 5) parents' less attention, 6) obstacles to make learning videos. The teacher's strategies in overcoming these obstacles were 1) maximizing the google meet of homeroom, 2) attending to school by scheduling, 3) using the school's google account, 4) using two communication media during learning through google meet, 5) redistributing learning materials, 6) improving coordination with parents and students, 7) paying attention to parents and 8) providing assistants for each classroom teacher.