<![CDATA[This study examines the implementation of the Indonesian School Literacy Movement (GLS) policy within a marginalized educational context, focusing on Muhammadiyah Lamahala Jaya High School in East Flores Regency. Using a qualitative case study approach, the study collected data through in-depth interviews, participant observation, and document analysis involving school principals, teachers, librarians, and students. The findings reveal that the school has adopted the national mandate through structured activities such as 15-minute pre-class reading sessions, literacy team formation, and the development of reading corners. While these initiatives have fostered initial improvements in students' reading interest and literacy engagement, significant systemic barriers persist. Key challenges include acute shortages of diverse reading materials, inadequate library infrastructure, limited teacher training in literacy instruction, and the absence of robust internal school regulations to sustain the program. The study highlights the critical gap between national policy aspirations and on-the-ground realities in remote regions, underscoring the necessity for context-sensitive adaptation, enhanced resource allocation, and stronger multi-stakeholder collaboration. It concludes that for literacy policies to be effective in underserved areas, they must transition from top-down implementation to cultivating an organic, school-wide literacy ecosystem supported by committed leadership and community involvement. Keywords: Educational equity; Indonesia; Literacy policy implementation; Remote education; School Literacy Movement (GLS)]]>
