This explanatory mixed-methods research study investigated the relationship between kindergarten teachers' phonemic awareness (PA) knowledge and PA instructional practices. Despite the understanding that PA acquisition is a critical foundational literacy skill needed for future reading achievement (Kilpatrick, 2016; Moats 2020a; Shaywitz & Shaywitz, 2020), teacher's PA knowledge is limited (Meeks & Kemp, 2018: Moats, 2020b). This study was guided in the Pedagogical Content Knowledge conceptual framework (Shulman, 1986) and the Simple View of Reading (Hoover & Gough, 1990). The data was collected in two phases. Phase one included the "Teacher Phonemic Awareness Knowledge and Instruction Survey" in order to gather data to find the relationship between a teacher's PA knowledge and instructional practices. Pearson's correlations revealed that there is a moderate positive correlation between teachers' PA knowledge and their instructional practices. The second phase included semi-structured interviews to further explain the survey data gathered in phase one. Findings from the interviews revealed four recurring themes: (1) Phonemic awareness knowledge, (2) Phonemic awareness instructional practices, (3) Curriculum dependence, and (4) Need for professional development. Findings revealed some implications for future practice that include providing an explicit, systematic and sequential PA curriculum, and developing PA professional development opportunities for teachers. [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.]