An action research study detailed a program for improving kindergarten students' alphabet identification. The targeted population consisted of low achieving kindergarten students in a growing, middle class community located in northern Illinois. The students' skill levels were documented through data which revealed a lack of letter recognition and phonetic skills. Analysis of probable cause suggests a lack of children's prior experience with the alphabet contributes to these difficulties as well as limited parent support. Growing class size and the increasing number of students with little English language experience also affects this problem. A review of solution strategies suggested by knowledgeable others, along with an analysis of the problem setting, led to the selection of two teaching strategies: the Sunform Alphabet System and other supporting alphabet activities. These two interventions were selected because of their appeal to all kinds of learning styles. Post intervention data indicated an increase in student knowledge of alphabet recognition skills. The Sunform Alphabet System along with additional alphabet activities helped to increase by 18% the number of students who recognized 17 or more letters. Results also indicted that those children who participated on a daily basis, and the students who did not consistently participate continued to behave in that manner. The children who did not participate consistently began to do so more often toward the end of the research. (Contains 34 references, 1 table and 2 figures of data; appendixes contain 2 assessment forms.) (Author/RS)