Literacy is the foundation of learning supporting development in all content areas, and teachers are crucial to the academic achievement of all students. Preparing teachers to adequately meet this need is essential. The problem addressed in this study was that classroom teachers in California might not feel effective in teaching literacy skills to primary grade students. The purpose of this qualitative interpretive study was to understand the perceptions of first through fifth-year teachers in their effectiveness in teaching literacy skills to primary grade teachers based on their pre-service or teacher preparation courses and training. This study used an interpretive qualitative design and the research question addressed whether primary grade teachers perceived themselves to be effective in teaching early literacy skills based on their teacher preparation courses and training. This study was grounded in Bandura's social cognitive learning theory (SCLT) and self-efficacy theory. The 11 participants held a valid California teaching credential, taught in the primary grades (transitional kindergarten through third grade), and were in years one through five of teaching. Participants were selected through purposive and snowball sampling based on particular characteristics that align with the objectives of the study in the order in which they responded to the invitation to participate in semi-structured interviews. Data were manually coded and analyzed through thematic analysis wherein three themes emerged: (1) Perceived disconnect between learning and application; (2) Inconsistent perceived efficacy teaching all foundational skill components; and (3) Curriculum and training enhance practical application. Implications include the following: (1) Alignment between coursework and practical experience is beneficial; (2) personal supports integrated into program design provide increased perceived self-efficacy. Programs must be prepared to teach theory and application of foundational reading skills, and a need for integration of comprehensive lesson materials and curriculum into preparation program to assist transferring theory to practice. Recommendations for teacher preparation programs include concurrently teaching theory with application in a practical setting, providing personal supports to teacher candidates through mentors or coaches, providing specific opportunities to apply theory in foundational skills with practical application, and providing candidates opportunities for candidates to utilize curriculum to support connecting theory to practice. Future studies may examine teacher preparation programs that integrate theoretical knowledge through coursework concurrent with student teaching to assist in isolating the differences between the concurrent design models. A second research focus could more thoroughly examine the personal support systems provided by the preparation programs and which aspects of those relationships provide the support to teacher candidates resulting in increased self-efficacy, providing avenues to strengthen mentor/student relationships. [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.]