This article investigates strategies to elevate teaching quality in rural primary schools in Ganzi Tibetan Autonomous Prefecture amidst the "Double Reduction" policy. Utilizing questionnaires and interviews, it reveals a teacher population characterized by long service years and predominantly undergraduate degrees, yet lacking in young and highly educated teachers. Teaching methodologies are diverse, with extensive application of modern information technology, albeit limited use of inquiry-based learning. Issues such as insufficient teaching methods and resources are prevalent. Strategies proposed include strengthening teacher training, augmenting teaching resources, fostering home-school collaboration, and refining teaching approaches, aiming to improve teaching quality and advance educational equity and quality. This research offers empirical evidence and recommendations for rural primary schools in Ganzi.