This study assessed the foundational literacy skills necessary for reading and writing among the 60 kindergarten learners in select public elementary schools in Calanasan, Apayao for the school year 2024–2025. It examined the learners' profile in terms of personal and socioeconomic factors, their levels of literacy skills across five key domains, and the extent of kindergarten teachers' utilization of literacy enhancement strategies. Also, differences and associations between and among the variables were established. Findings revealed that the learners generally came from homes with moderate literacy support and of socioeconomic diversity. As to literacy skills level, most learners exhibited a very high performance in Alphabet/Letter Knowledge, Vocabulary Development, and Early Writing Skills. However, performance in Phonemic Awareness and Print Awareness were relatively lower, with a considerable number of learners falling within the average to poor range. In terms of pedagogical practices, kindergarten teachers consistently utilized the literacy enhancement strategies. Results also revealed statistically significant differences the foundational literacy skills and parental educational attainment, family income, and weekly allowance. Additionally, sex was a significant factor in vocabulary and print awareness, while age showed a significant difference in early writing. The socioeconomic conditions and learner demographics substantially affect literacy outcomes in early childhood education.