Objectives: To determine the level of knowledge of public school teachers teaching grade one in Carmona, Cavite on the red flags for potential reading disorders. Specifically, its significant associations between knowledge and age, gender, educational attainment, years of teaching experience, number of years teaching in grade 1, and number of grade 1 students they are handling. Study Design: Prospective quantitative cross-sectional survey research design with a self-made questionnaire was used to gather information. Setting: The study was conducted in an instructional setup, primarily, the school. Patients / Participants: The respondents of the study were grade 1 teachers from all the 9 public schools in Carmona, Cavite, a total of 35 teachers. Total enumeration of the respondents was included in the study. Interventions: The study utilized a self-made tool divided into two parts. The first part identified the demographic information of the respondents, whereas the second part comprised of 15 scenarios. The respondents were asked to determine whether the item pertains to red flag or not. The percentage of correct scores were computed by dividing the actual score with the total maximum score of 15. Result: Level of knowledge generated a mean score of 63.62, which is verbally interpreted as very low. In addition, age, educational attainment, years of teaching experience, years of teaching grade 1 students, and number of grade 1 students handled showed no significant association with knowledge. The p-values of 0.190, 0.665, 0.425, 0.103, 0.138, respectively, do not show any significant difference at 0.05 confidence level. Conclusion: Most of the respondents are young adults, baccalaureate degree holders, have been teaching for 2-5 years, 1-3 years in grade 1, and handles 46-50 grade 1 students per class. They have a very low level of knowledge on the red flags of reading disorders, and their demographic information have no significant correlation with their knowledge.