This investigation explored the relationship between educator preparation programs and teachers' perceptions of instructional readiness in foundational literacy skills. This study also examined the impact that early childhood, elementary, and specialty endorsement education programs of study, reading methods courses, and clinical field experiences had on the perceptions of 124 teachers in Arkansas. Participants in this study were K-12 teachers who completed an education preparation program of study at an Arkansas college or university. Teachers completed a Foundational Reading Skills Perception Survey that provided a measurement of the teachers' perceptions of preparedness to teach early foundational reading skills to students in kindergarten, first, second, and third grade classrooms. A Spearman's Rho was used to measure the strength and direction of the association between the ordered variables, with a positive association and numeric score of r[subscript s] = 0.394 among the number of reading course hours and teachers' perceptions of instructional reading readiness in kindergarten and first grade and r[subscript s] = 0.355 in second and third grades. Teachers' perceptions of teaching systematic phonics and the number of reading course hours were also positively associated and quantified by Spearman's Rho with a numeric score of r[subscript s] = 0.295. Spearman's Rho also quantified a negative association in clinical experience and teachers' perceptions of instructional reading readiness in kindergarten and first grade with a numeric score of r[subscript s] = -0.126 and r[subscript s] = -0.124, in second and third grades. A negative association and numeric score of r[subscript s] = -0.063 was also quantified among teachers' perceptions of teaching systematic phonics and clinical experience. An analysis of variance (One-way ANOVA) was conducted to determine the significance of the dependent variable, the perceptions of instructional readiness of early foundational reading skills and programs of study (i.e., early childhood education, elementary education, or a specialty education endorsement area) as the factor. The aggregated data was measured on the participants' ratings of perception of instructional readiness in foundational reading skills. The findings of this study proposed that there was not a statistically significant difference among teachers' perceptions of instructional readiness in the foundational reading skills and education programs of study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]