Professional literature suggests that many primary (K-3rd) teachers have a flawed understanding of the structure of the English language. However, the extent to which specific strategies can effectively address these misconceptions is not well known. This mixed methods study examined primary (K-3) educators' perceptions of the structure of the English language, how these perceptions influenced their instructional practices in reading, language, and literacy, and explored the efficacy of particular conceptual change strategies in remediating misconceptions about the structure of the English language. Thirty-six participants completed a survey, with all respondents indicating a higher importance placed on structured literacy practices compared to balanced literacy practices. Additionally, respondents reported either a higher level of confidence in teaching structured literacy practices (N = 33) or the same level of confidence (n = 3) compared to teaching balanced literacy practices. All respondents (N = 32) indicated that English is an irregular language to some degree. Using opportunistic sampling, five survey respondents who perceived English as more unstructured were selected for interviews. Despite utilizing a structured literacy program in their daily practice, these interviewees found certain aspects of English challenging to teach. The participants engaged in a strategy aimed at identifying dissatisfaction with previously held beliefs and priming them for conceptual change. Most respondents expressed a willingness to explore further the structure of the English language (n = 4), adopt instructional practices aligned with the structured nature of English (n = 5), abandon practices that do not align with this perspective (n = 4), or were already aligning their practices accordingly. [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.]