The purpose of this study was to investigate the efficacy levels of kindergarten through second-grade teachers in their ability to provide reading instruction to students with a focus on the five foundational areas of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension. In addition, the study sought to make recommendations as to how the district of study can enhance teacher efficacy in delivering reading instruction, as well as assist the district in providing instructional resources and teacher professional development that increase teacher efficacy levels in reading instructional practices. A mixed method approach was used to conduct this study. Data were collected through the use of the Teacher Self-Efficacy in Reading Instruction Survey and focus group interviews. K-2 teachers within the district's summer program were participants. Survey results were analyzed through the use of frequency of response tables. Participant responses from the interviews were coded and themed in order to gain a more thorough understanding of efficacy levels within the five foundational areas of reading. The analysis of collected data shows a strong correlation between professional development and access to effective practices through resources as contributors to the level of efficacy teachers exhibit when teaching reading. Based on the findings, the district should consolidate professional development into a consistent reading instructional program. In addition, the district should provide effective instructional resources to K-2 teachers in all five foundational areas of reading. [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.]