Teachers are asked to use reading science to inform how they teach phonics and phonological awareness. As teachers look to the research base to guide their practice, some questions and concerns regarding what best practice looks like have come up. This article starts with a brief description of phonics and phonemic awareness and then discusses topics of issue in a developmental order, addressing phonemic awareness, phonics, and morphology. Current research is used to discuss 10 questions teachers are asking as they navigate applying reading research in the classroom.