In response to Tennessee's decades-long stagnant reading achievement levels, the Tennessee Literacy Success Act (TLSA) was enacted to ensure all Tennessee children will learn to read using a foundational literacy skills approach. The purpose of this qualitative study was to examine the TLSA legislation and its impact on educator preparation programs (EPPs) in Tennessee. The researchers used document analysis to analyze the alignment of the TLSA legislative requirements with the research-based foundational literacy practices of instruction, supports and interventions, and assessments. The researchers analyzed the perceptions of 20 EPP administrators and instructors regarding the TLSA's impact on their foundational literacy curricular and instructional practices. The researchers found that the foundational literacy skills instructional components of the TLSA were aligned with the research-based reading components of phonemic awareness, phonics, fluency, vocabulary, and comprehension. The researchers found that the TLSA requirement for supports and interventions for struggling students was aligned with research; however, there was no evidence of any specific supports or interventions being aligned with research-based practices. The researchers found that the TLSA requirements for assessment lacked full consideration of research-based assessment practices. Regarding the perceptions of EPP administrators and instructors, the researchers found that 80% of the participants perceived they would need to make major curricular changes to their programs but were uncertain whether or not the changes would be beneficial. The results showed that 75% of the respondents believed they would need to make changes to their instructional practices, especially in the area of clinical practice for teacher candidates. [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.]