This research aims to describe (1) the implementation of reading and writing literacy in the fourth-grade students at SD Negeri Kembaran; (2) its supporting and inhibiting factors; (3) the solutions implemented by teachers to overcome inhibiting factors. This study employed a qualitative descriptive data analysis approach. The subjects in this research included the school principal, teachers, and 16 fourth-grade students at SD Negeri Kembaran. Interviews and documentation were used to collect data. Research instruments consisted of observation guidelines, interview guidelines, and documentation analysis. Data analysis involved data collection, reduction, presentation, conclusion drawing, and verification. The research findings indicate that the implementation of Post-Pandemic Reading and Writing Literacy at SD Negeri Kembaran is quite effective, as they consistently incorporate a 15-minute reading habit before the commencement of lessons. SD Negeri Kembaran has provided facilities that support students' reading, such as reading corners, libraries, and bulletin boards. Supporting factors for post-pandemic reading and writing literacy implementation at SD Negeri Kembaran include (1) Support from various stakeholders; (2) Adequate infrastructure and facilities; (3) Structured and well-implemented reading and writing literacy activity schedules; (4) Varied strategies and methods for reading and writing literacy implementation. On the other hand, inhibiting factors include (1) Varied student abilities; (2) Low interest in reading among students; (3) Lack of self-motivation for learning among students.