Reading as one of language skill plays an important role these days. Young children who enjoy reading do it more often and they tend to become skilled at it. Poor readers, by contrast, often display low motivation to read. In fact, many Indonesian children still have low motivation in reading. They prefer watching TV rather than reading books. Not only at home, reading motivation may be able to be stimulated from school. The teacher at school also has the same role to "sink" children deeply into literacy and make them usual with it. One of methods used to let children get involved to the literacy is story-reading session. Implementing story-reading in the classroom with children is not without any challenges faced. So, the question raised in this study is about teacher's challenges faced before, during, and after story-reading in the classroom. Thus, this study was aimed at describing challenges faced by teachers in initiating reading interest on young children. This present study applied qualitative descriptive in order to get depth understanding. The data were obtained from various resources such as observations, interviews, teacher's journals, and documentations. The respondent of this study is a teacher from a kindergarten, Bandung, West Java. The teacher's challenges found in this study were from the lack of references of good and suitable educated storybooks, either in terms of the plot/content, font size, or the design. Another challenge was found in the steps (before-during-after) technically of story-reading. Thus, the result shows that the teacher did familiarize herself with the ideal steps of story-reading so the challenges faced during story-reading activity could be handled well. Then it is also indicates that children had high motivation and enthusiasm in story-reading activities and they became familiar by listening and reading from the storybooks.
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