Remote learning is learning that is carried out during a pandemic. This study was applied using a descriptive qualitative method. It aimed to know the mechanism of using the Reading Questioning and Answering (RQA) Strategy in remote learning. Moreover, it also aimed to reveal the obstacles of its implementation and solutions made by the teacher. Research informants included the principal, fourth-grade teachers, and fourth-grade students. The data was collected using interview, observation, and documentation techniques, the data were then analyzed using triangulation of data and techniques. Furthermore, the data were presented in the form of descriptive text. The results showed that the Reading Questioning and Answering (RQA) strategy applied to remote learning was in accordance with the characteristics of students because most students could play an active role during the learning process. This strategy was considered easier for the students in understanding the material in remote learning. On the other hand, the teacher's obstacles in implementing this strategy included unstable internet connection due to its geographical position. Another obstacle was the problem of students' confidence in conveying their ideas/opinions and to solve this problem, the teacher gave motivation and encouragement so that students could be more active.