The voice of the government via the Reading Excellence Act gives the message that direct systematic intense phonics instruction will solve the reading problem, end debate, lead to student success in life beyond school, and provide teachers with the prestige of successful reading instruction. This paper takes a close look at systematic direct intense phonics instruction in one primary classroom to reveal that such programs teach more than the sounds that letters make. Several subsections in the paper consider the definition of reading, the role of teacher knowledge, the children's experience, the definition and nature of curriculum, the place of culturally responsive pedagogy, and what role each of these plays in the phonics program. The paper's critical analyses demonstrate that students and teachers are held as "curriculum hostages" in a variety of ways. Finally the paper suggests options for teachers and researcher actions. (Contains 29 references.) (NKA)