<![CDATA[Reading interest should be fostered from early childhood because it serves as the foundation for language development, literacy skills, and children's readiness for future education. One strategy to improve children's reading interest is optimizing the use of classroom reading corners. However, the effectiveness of reading corners depends largely on teachers' roles in managing literacy activities. This study aimed to describe teachers' roles in optimizing reading corners to foster reading interest among children in Class B3 at TK Baik Yogyakarta. This research employed a descriptive qualitative approach. The research subjects consisted of the principal, classroom teacher, and children in Class B3. Data were collected through observation, interviews, and documentation. Data were analyzed using the interactive model of Miles, Huberman, and Saldana through data condensation, data display, and conclusion drawing. The validity of the data was ensured through source and technique triangulation. The findings revealed that teachers played important roles as instructors, facilitators, mentors, motivators, classroom managers, and evaluators. Teachers implemented various literacy activities, including read-aloud sessions, storytelling, guided reading, classroom literacy habituation, and continuous motivation to encourage children's reading habits. Supporting factors included adequate literacy facilities, school leadership support, teacher creativity, diverse reading materials, and children's enthusiasm for picture books. Meanwhile, inhibiting factors included differences in children's reading abilities, limited instructional time, limited book collections, children's preference for playing, and gadget use at home. The study concludes that teachers' active involvement in optimizing reading corners significantly contributes to fostering children's reading interest. ]]>
