The COVID-19 crisis impaired the educational systems all over the world. Within the context of developing countries characterized by structural challenges, a remote instructional modality through low media technology is adopted to continue education amidst the virulent time. This study aimed to describe the perceptions of the teachers on the print form of modular instruction. Using parallel mixed methods research, it involved 474 teachers in the Philippines. The data were treated using descriptive statistics and thematic analysis. The converged results showed that print form of modular instruction promotes holistic parent involvement in child learning; develops independence in learning; suits learners with poor learning resources; allows flexibility for learners to work at their pace; ensures safe modality from health risks; and promotes education continuity despite pandemic. However, it raises issues on validity of learning assessment; presents difficulty in delivering abstract and practical contents; does not support retention and permanence of learning; demands lots of resources to produce materials; limits quality of teaching and learning process; and requires independent reading skill to succeed in learning. Based on these results, recommendations are offered at the end of the paper.